Sanford Goldberg argues for Content Externalism by drawing our attention to the extent to which an individual’s concepts depend on the concepts of others. More specifically, he focuses on cases that involve knowledge transmission between experts and non-experts to make his point. In this paper, I argue that the content internalist cannot only plausibly respond to his argument but that Content Internalism offers a more plausible account of intentional content with regard to knowledge transmission than does (...) Content Externalism. (shrink)

Social knowledge, for the most part, is knowledge through testimony. This essay is an overview of the epistemology of testimony. The essay separates knowledge from justification, characterizes testimony as a source of belief, explains why testimony is a source of knowledge, canvasses arguments for anti-reductionism and for reductionism in the reductionism vs. anti-reductionism debate, addresses counterexamples to knowledge transmission, defends a safe basis account of testimonial knowledge, and turns to social norms as a (...) partial explanation for the reliability of testimony. (shrink)

I set out the standard view about alleged examples of failure of transmission of warrant, respond to two cases for the view, and argue that the view is false. The first argument for the view neglects the distinction between believing a proposition on the basis of a justification and merely having a justification to believe a proposition. The second argument for the view neglects the position that one's justification for believing a conclusion can be one's premise for the conclusion, (...) rather than simply one's justification for the premise. Finally, the view is false since it is inconsistent with the closure of knowledge as closure is properly understood. (shrink)

In response to the claim that certain epistemically defective inferences such as Moore’s argument lead us to the conclusion that we ought to abandon closure, Crispin Wright suggests that we can avoid doing so by distinguishing it from a stronger principle, namely transmission. Where closure says that knowledge of a proposition is a necessary condition on knowledge of anything one knows to entail it, transmission makes a stronger claim, saying that by reasoning deductively from known premises (...) one can thereby acquire knowledge of or justification for the conclusion. Wright’s thought is that in cases such as Moore what is really going on is a failure of transmission, not a failure of closure. The problem with this claim is that it relies on an outdated formulation of closure which few nowadays would find plausible. Once we stipulate that it is the intuitive closure principle that deserves our attention, it becomes far less obvious that the project of diagnosing what is wrong with arguments such as Moore in terms of transmission failure but not closure failure can be vindicated. In order to demonstrate this claim, I consider intuitive closure of propositional justification vs. transmission of propositional justification and concede that perhaps these can come apart in the way that Wright suggests. I then argue that despite this concession, we also need an answer to the question of whether intuitive closure for doxastic justification and transmission for doxastic justification can come apart. We need an answer to this question because our ultimate interest in these issues stems from our interest in whether knowledge obeys closure, not merely whether propositional justification does. I argue that, even on the assumption that there is transmission failure of propositional justification, there is no transmission failure of doxastic justification. And if this is true, then there is no transmission failure of knowledge either. The transmission failure diagnosis of Moore’s argument and its ilk is thus in trouble. (shrink)

In my 1991 paper, AAnti-Individualism and Privileged Access,@ I argued that externalism in the philosophy of mind is incompatible with the thesis that we have privileged , nonempirical access to the contents of our own thoughts.¹ One of the most interesting responses to my argument has been that of Martin Davies (1998, 2000, and Chapter _ above) and Crispin Wright (2000 and Chapter _ above), who describe several types of cases to show that warrant for a premise does not always (...) transmit to a known deductive consequence of that premise, and who contend that this fact under-mines my argument for incompatibilism. I will try to show here that the Davies/Wright point about transmission of warrant does not adversely affect my argument. (shrink)

Almost everyone believes that testimony can transmit knowledge from speaker to hearer. What some philosophers mean by this is ordinary and pedestrian-- they mean only that, in at least some cases, a speaker S knows that p, S testifies that p to a hearer H, and H comes to know that p as a result of believing S's testimony. There is disagreement about how this occurs, but that it does occur is sufficient for the transmission of knowledge (...) in the intended sense. On this understanding of transmission, the natural questions are these: (1) What conditions, in addition to speaker knowledge and speaker testimony, are sufficient for the hearer to gain testimonial knowledge?; and (2) Is speaker knowledge always necessary for testimonial knowledge? That is: Is all testimonial knowledge transmitted knowledge? (shrink)

Transmission views of testimony hold that a speaker's knowledge or justification can become the audience's knowledge or justification. We argue that transmission views are incompatible with the hypothesis that one's epistemic state, together with one's practical circumstances, determines what actions are rationally permissible for an agent. We argue that there are cases where, if the speaker's epistemic state were transmitted to the audience, then the audience would be warranted in acting in particular ways. Yet, the audience (...) in these cases is not so warranted, as their strength of justification does not come close to the speaker's. (shrink)

Commonsense holds that testimony transfers knowledge from a speaker to the hearer. If the speaker has knowledge, then the hearer acquires it. Call that sufficiency. And a hearer acquires knowledge only if the speaker has it to transfer. Call that necessity. This article reviews counterexamples--and some replies to those counterexamples--to both claims.

Jennifer Lackey’s case “Creationist Teacher,” in which students acquire knowledge of evolutionary theory from a teacher who does not herself believe the theory, has been discussed widely as a counterexample to so-called transmission theories of testimonial knowledge and justification. The case purports to show that a speaker need not herself have knowledge or justification in order to enable listeners to acquire knowledge or justification from her assertion. The original case has been criticized on the ground (...) that it does not really refute the transmission theory, because there is still somebody in a chain of testifiers—the person from whom the creationist teacher acquired what she testifies—who knows the truth of the testified statements. In this paper, we provide a kind of pattern for generating counterexample cases, one that avoids objections discussed by Peter Graham and others in relation to such cases. (shrink)

Most philosophers believe that testimony is not a fundamental source of knowledge, but merely a way to transmit already existing knowledge. However, Jennifer Lackey has presented some counterexamples which show that one can actually come to know something through testimony that no one ever knew before. Yet, the intuitive idea can be preserved by the weaker claim that someone in a knowledge-constituting testimonial chain has to have access to some non-testimonial source of knowledge with regard to (...) what is testified. But even this weaker claim has a counterexample which I develop in close connection with a safety-account of knowledge. Thus, testimonial statements can sometimes enable us to know something for which none of our informants has any source of knowledge available. I conclude that my counterexample nevertheless does not affect the core of our intuitions about testimony, although it establishes that testimony can indeed be a fundamental source of knowledge. (shrink)

Within his overarching program aiming to defend an epistemic conception of analyticity, Boghossian (1996 and 1997) has offered a clear-cut explanation of how we can acquire a priori knowledge of logical truths and logical rules through implicit definition. The explanation is based on a special template or general form of argument. Ebert (2005) has argued that an enhanced version of this template is flawed because a segment of it is unable to transmit warrant from its premises to the conclusion. (...) This article aims to defend the template from this objection. We provide an accurate description of the type of non-transmissivity that Ebert attributes to the template and clarify why this is a novel type of non-transmissivity. Then, we argue that Jenkins (2008)’s response to Ebert fails because it focuses on doxastic rather than propositional warrant. Finally, we rebut Ebert’s objection on Boghossian’s behalf by showing that it rests on an unwarranted assumption and is internally incoherent. (shrink)

This paper is part of a symposium on Linda Zagzebski's EPISTEMIC AUTHORITY (OUP, 2012). It focuses on Zagzebski's argument that the transmission of information through a chain of testimony weakens its evidential value. This argument is shown to rest on an overly simplistic model of testimonial transmission that does not apply to religious traditions. The real problem with modeling religious traditions just as transmitters of information is that this assumes a conception of religious knowledge that is too (...) "insular" with respect to other things the believer knows, as well as aspects of religious faith that go beyond the mere acceptance of doctrines. (shrink)

Practical knowledge is discussed in close relation to practical expertise. For both anti-intellectualists and intellectualists, the knowledge of how to φ is widely assumed to entail the practical expertise in φ-ing. This paper refutes this assumption. I argue that non-experts can know how to φ via other experts’ knowledge of φ-ing. Know-how can be ‘outsourced’. I defend the outsourceability of know-how, and I refute the objections that reduce outsourced know-how to the knowledge of how to ask (...) for help, of how to get things done, or of external contents. Interestingly, outsourcing differs from social cooperation, collective agency, testimonial transmission, and many other notions in social-epistemological debates. Thus, outsourcing provides not only a hitherto unconsidered form of know-how but also a novel way for knowledge to be social. Furthermore, outsourcing plausibly involves a ‘social’ cognitive extension that does not rest on EMT or HEC. Given the outsourceability of know-how, we must reconsider the nature of know-how and expertise, as well as the relation between non-experts and experts. (shrink)

Epistemically circular arguments have been receiving quite a bit of attention in the literature for the past decade or so. Often the goal is to determine whether reliabilists (or other foundationalists) are committed to the legitimacy of epistemically circular arguments. It is often assumed that epistemic circularity is objectionable, though sometimes reliabilists accept that their position entails the legitimacy of some epistemically circular arguments, and then go on to affirm that such arguments really are good ones. My goal in this (...) paper is to argue against the legitimacy of epistemically circular arguments. My strategy is to give a direct argument against the legitimacy of epistemically circular arguments, which rests on a principle of basis-relative safety, and then to argue that reliabilists do not have the resources to resist the argument. I argue that even if the premises of an epistemically circular argument enjoy reliabilist justification, the argument does not transmit that justification to its conclusion. The main goal of my argument is to show that epistemic circularity is always a bad thing, but it also has the positive consequence that reliabilists are freed from an awkward commitment to the legitimacy of some intuitively bad arguments. (shrink)

Jennifer Lackey ('Testimonial Knowledge and Transmission' The Philosophical Quarterly 1999) and Peter Graham ('Conveying Information, Synthese 2000, 'Transferring Knowledge' Nous 2000) offered counterexamples to show that a hearer can acquire knowledge that P from a speaker who asserts that P, but the speaker does not know that P. These examples suggest testimony can generate knowledge. The showpiece of Lackey's examples is the Schoolteacher case. This paper shows that Lackey's case does not undermine the orthodox view (...) that testimony cannot generate knowledge. This paper explains why Lackey's arguments to the contrary are ineffective for they misunderstand the intuitive rationale for the view that testimony cannot generate knowledge. This paper then elaborates on a version of the case from Graham's paper 'Conveying Information' (the Fossil case) that effectively shows that testimony can generate knowledge. This paper then provides a deeper informative explanation for how it is that testimony transfers knowledge, and why there should be cases where testimony generates knowledge. (shrink)

Dretske’s theory of self-knowledge is interesting but peculiar and can seem implausible. He denies that we can know by introspection that we have thoughts, feelings, and experiences. But he allows that we can know by introspection what we think, feel, and experience. We consider two puzzles. The first puzzle, PUZZLE 1, is interpretive. Is there a way of understanding Dretske’s theory on which the knowledge affirmed by its positive side is different than the knowledge denied by its (...) negative side? The second puzzle, PUZZLE 2, is substantive. Each of the following theses has some prima facie plausibility: there is introspective knowledge of thoughts, knowledge requires evidence, and there are no experiences of thoughts. It is unclear, though, that these claims form a consistent set. These puzzles are not unrelated. Dretske’s theory of self-knowledge is a potential solution to PUZZLE 2 in that Dretske’s theory is meant to show how,, and can all be true. We provide a solution to PUZZLE 1 by appeal to Dretske’s early work in the philosophy of language on contrastive focus. We then distinguish between “Closure” and “Transmissibility”, and raise and answer a worry to the effect that Dretske’s theory of self-knowledge runs counter to Transmissibility. These results help to secure Dretske’s theory as a viable solution to PUZZLE 2. (shrink)

It has recently been argued that a sensitivity theory of knowledge cannot account for intuitively appealing instances of higher-order knowledge. In this paper, we argue that it can once careful attention is paid to the methods or processes by which we typically form higher-order beliefs. We base our argument on what we take to be a well-motivated and commonsensical view on how higher-order knowledge is typically acquired, and we show how higher-order knowledge is possible in a (...) sensitivity theory once this view is adopted. (shrink)

Boghossian (1996) has put forward an interesting explanation of how we can acquire logical knowledge via implicit definitions that makes use of a special template. Ebert (2005) has argued that the template is unserviceable, as it doesn't transmit warrant. In this paper, we defend the template. We first suggest that Jenkins (2008)’s response to Ebert fails because it focuses on doxastic rather than propositional warrant. We then reject Ebert’s objection by showing that it depends on an implausible and incoherent (...) assumption. (shrink)

Subject-sensitive invariantism (SSI), the view that whether a subject knows depends on the practical stakes, has been charged with ‘knowledge laundering’: together with widely held knowledge-transmission principles, SSI appears to allow improper knowledge acquisition. I argue that this objection fails because it depends on faulty versions of transmission principles that would raise problems for any view. When transmission principles are properly understood, they are shown to be compatible with SSI because they do not give (...) rise to improper knowledge acquisition. The upshot is a better understanding of the nature and structure of these transmission principles. (shrink)

Yunkaporta’s 2019 text Sand Talk carves out a language of resistance to the McDonaldisation of Indigenous research. While historic scholarly engagement with Aboriginal culture has overemphasized content, Yunkaporta demonstrates how this has occurred to the exclusion of the processes of Indigenous knowledge transmission and creation. Yet a process view requires engagement with the how not only the what. Such knowledge transmission is discerned in daily lived relationship between land, spirit, and people; binding epistemology to participation in (...) a specific landscape embedded within a living culture. Place-making for Indigenous knowledges requires exploring how Indigenous ways of valuing, knowing and being, shaped by cultural activities on Country, offer new understandings for western metaphysics. -/- Through a close study of Yunkaporta’s Sand Talk this article explores: fractal thinking and the pattern of creation in Indigenous cosmology; the role of custodianship in respectful interaction between living systems; alternative Indigenous understandings of non-linearity, time and transience; the process-panpsychism and animism present in Indigenous perceptions of cosmos as living Country illustrated in the Dreaming and Turnaround creation event; the role of embodied-cognition, haptic- and situated- knowledge in Indigenous science; Indigenous holistic reasoning and the mind-body connection; the relational metaphysic embedded in ritual and yarning practice; the knowledge encoded in place-based totemic mythology, lore, and ritual; and Indigenous understandings of complex systems as adaptive, self-organising and patterned. This article does not offer a process reading of Indigenous thought but rather demonstrates the significant contribution to process metaphysics that may be provided by an Aboriginal Australian perspective. (shrink)

We consider the implications of analyzing teaching as a sociocultural form. We suggest that the internalization of mediations includes not only concepts but a complex of dimensions of mediations. These dimensions enable us to define a form. Each students, building on previously subjectivated microforms, tries to give a personal meaning to the transmitted knowledge and to his experiences. The theoretical and professional training enables however the elaboration of a subjectivated sociocultural form. Regarding teacher training, the process is even more (...) complex due to the different origin of the transmitted knowledge. We conclude by outlining some consequences resulting from taking into account this notion of form in teacher training. (shrink)

Abstract: As much as 60% children born in Nigeria are delivered by unskilled traditional birth attendants (TBAs). Therefore, there is no denying their relevance. Be that as it may these traditional birth attendants are by modern/current standards considered incompetent as regards appropriate skills in regard to the contemporary challenges to safe and effective child-bearing. It is, therefore, imperative for TBAs and other similar cadre of healthcare providers in resource-limited settings to be knowledgeable and have the ability to deploy evidence-based practices (...) in the prevention of diseases. There is no gainsaying the socio economic and political impact of diseases. This study examines the prevention of Mother-To-Child Transmission (PMTCT) of Human Immunodeficiency Virus, HIV, in selected communities in Enugu State. It is about the connection between the traditional birth attendants and this quest. Simply put, as a result of resource limitations, the volume of delivery by the traditional birth attendants is huge. However, the modus operandi of the Traditional Birth Attendants (TBAs) considerably expose the community to the transmission of viruses-including the HIV. This study examines the efforts of TBAs as regards the prevention of Mother-To-Child transmission in selected Local Government Areas of Enugu State, Nigeria. Findings, indicate rooms for improvement. In conclusion, We advocate the adoption of modern practices through regular training to reduce mother-to-child transmission of HIV. This in itself is no small achievement even if only for a case. Here, however, we are speaking about millions of people, this is definitely serious. (shrink)

ABSTRACT: For the most part, this paper is not a philosophical paper in any strict sense. Rather, it focuses on the numerous exegetical puzzles in Sextus Empiricus’ two main passages on time (M X.l69-247 and PH III.l36-50), which, once sorted, help to explain how Sextus works and what the views are which he examines. Thus the paper provides an improved base from which to put more specifically philosophical questions to the text. The paper has two main sections, which can, by (...) and large, be read independently. Each is about a topic which, to my knowledge, has so far not been treated in detail. The first section is concemed with the argument structures of the two main passages on time in Sextus, pointing out various irregularities in the overall argument in both passages, as well as parallels and differences, and asks the question what kinds of scepticism and sceptical methods we find in the various parts of each passage. The second section focuses on the doxographical accounts of time in the two passages: what they are, how they compare with surviving parallels, to what philosophers we can attribute those accounts for which Sextus himself provides either no, or more than one, possible ascriptions, and how Sextus treats the doxographical material. This discussion is inspired by the contributions Michael Frede offered on this topic the day before his untimely death. (shrink)

The present article is an attempt to give - in the frame of the theory of the organism - environment system - a new interpretation to the role of efferent influences on receptor activity and to the functions of senses in the formation of knowledge. It is argued, on the basis of experimental evidence and theoretical considerations, that the senses are not transmitters of environmental information, but they create a direct connection between the organism and the environment, which makes (...) the development of a dynamic living system, the organism - environment system, possible. In this connection process the efferent influences on receptor activity are of particular significance, because with their help the receptors may be adjusted in relation to the parts of the environment which are most important in the achievement of behavioral results. Perception is the process of joining of new parts of the environment to the organism - environment system ; thus, the formation of knowledge by perception is based on reorganization of the organism - environment system, and not on transmission of information from the environment. With the help of the efferent influences on receptors each organism creates its own peculiar world which is simultaneously subjective and objective. The present considerations have far reaching influences as well on experimental work in neurophysiology and psychology of perception as on philosophical considerations of knowledge formation. (shrink)

Ontologies, as the term is used in informatics, are structured vocabularies comprised of human- and computer-interpretable terms and relations that represent entities and relationships. Within informatics fields, ontologies play an important role in knowledge and data standardization, representation, integra- tion, sharing and analysis. They have also become a foundation of artificial intelligence (AI) research. In what follows, we outline the Coronavirus Infectious Disease Ontology (CIDO), which covers multiple areas in the domain of coronavirus diseases, including etiology, transmission, epidemiology, (...) pathogenesis, diagnosis, prevention, and treatment. We emphasize CIDO development relevant to COVID-19. (shrink)

This is a very selective survey of developments in epistemology, concentrating on work from the past twenty years that is of interest to philosophers of science. The selection is organized around interesting connections between distinct themes. I first connect issues about skepticism to issues about the reliability of belief-acquiring processes. Next I connect discussions of the defeasibility of reasons for belief to accounts of the theory-independence of evidence. Then I connect doubts about Bayesian epistemology to issues about the content of (...) perception. The last detailed connection is between considerations of the finiteness of cognition and epistemic virtues. To connect the connections I end by briefly discussing the pressure that consideration of social roles in the transmission of belief puts on the purposes of epistemology. (shrink)

Can we transmit understanding via testimony in more or less the same way in which we transmit knowledge? The standard view in social epistemology has a straightforward answer: no, we cannot. Three arguments supporting the standard view have been formulated so far. The first appeals to the claim that gaining understanding requires a greater cognitive effort than acquiring testimonial knowledge does. The second appeals to a certain type of epistemic trust that is supposedly characteristic of knowledge (...) class='Hi'>transmission (and maybe of the transmission of epistemic goods in general) and that is allegedly incompatible with understanding. The third aims to show that there is a certain aspect of understanding (what epistemologists these days like to call “grasping”) that cannot be passed on to another person via testimony alone. In this article, I show that all of these arguments can be resisted. Thus, there seem to be no compelling reasons to embrace the standard view. (shrink)

In Boghossian's 1997 paper, 'Analyticity' he presented an account of a prioriknowledge of basic logical principles as available by inference from knowledge of their role in determining the meaning of the logical constants by implicit definitiontogether with knowledge of the meanings so-determined that we possess through ourprivileged access to meaning. Some commentators (e.g. BonJour (1998), Glüer (2003),Jenkins (2008)) have objected that if the thesis of implicit definition on which he relieswere true, knowledge of the meaning of the (...) constants would presuppose knowledge of the very logical principles knowledge of which the account purports to explain. Aconsequence would seem to be that implicit definition is incompatible with privilegedaccess. I argue that whilst it is possible for Boghossian to defend against theseobjections the form of argument he proposes does exhibit a subtle form of questionbegging such that it exhibits a transmission of warrant-failure. (shrink)

This article addresses and resolves an epistemological puzzle that has attracted much attention in the recent literature—namely, the puzzle arising from Moorean anti-sceptical reasoning and the phenomenon of transmission failure. The paper argues that an appealing account of Moorean reasoning can be given by distinguishing carefully between two subtly different ways of thinking about justification and evidence. Once the respective distinctions are in place we have a simple and straightforward way to model both the Wrightean position of transmission (...) failure and the Moorean position of dogmatism. The approach developed in this article is, accordingly, ecumenical in that it allows us to embrace two positions that are widely considered to be incompatible. The paper further argues that the Moorean Puzzle can be resolved by noting the relevant distinctions and our insensitivity towards them: once we carefully tease apart the different senses of ‘justified’ and ‘evidence’ involved, the bewilderment caused by Moore’s anti-sceptical strategy subsides. (shrink)

In many universities and related knowledge transmission organisations, professional focus on empirical data shows as in vocational education that preparation for real life technical work is important, as one would expect from “career education”. University is as the name shows on the contrary focusing on the universality of some sort of education, which is neither a technical one, nor much concerned by preparing oneself for a career. The scope of this chapter is to propose an analysis of inclusion (...) as the very essence of an ethics of reformation of education, which in our opinion cannot come from the institution of education as much as from a common basis between everyday learning capacities and curriculum based learning methods. Inclusive vision and values should be theoretically explained by philosophers in order to be refined and adapted into our current experience of values, pointing out issues about method and knowledge parameters. In particular a focus on epistemic values should bring good indications on how to empower others, and leave a more inclusive life, assuming the somehow paradoxical and surprising idea that knowledge is as important in real life outside the university as it is in the classroom, being the real universal value and currency across disciplines, times and contexts. University learns from being inclusive, i. e. by bringing not only a higher point of view on technical education but also a wider view on the human being. (shrink)

Dan O’Brien gives an excellent analysis of testimonial knowledge transmission in his article ‘Communication Between Friends’ (2009) noting that the reliability of the speaker is a concern in both externalist and internalist theories of knowledge. O’Brien focuses on the belief states of Hearers (H) in cases where the reliability of the Speaker (S) is known via ‘intimate trust’, a special case pertaining to friendships with a track record of reliable or unreliable reports. This article considers the notion (...) of ‘intimate trust’, specifically in the context of online fan communities, in which the amount of time as a member of an online fan community and the extent of one’s posting history often results in something like ‘intimate trust’ between fans who are, for all other purposes, strangers. In the last two years, Twitter has provided a number of celebrities with a place to update fans and ‘tweet’ back and forth an innumerable number of times in any given day. This accentuates the intimacy to such a level that it becomes a ‘caricature of intimacy’ – the minute-to-minute updates accentuate the illusion that the fan ‘knows’ the celebrity, but the distance and mediation are still carefully maintained. This is an issue with both ethical and epistemological implications for fan-fan and fan-celebrity relationships online, considering ethics of care and ethics of justice, whether fans ‘owe’ celebrities a certain amount of distance and respect, and whether stars owe the fan something in return, either in the sense of reciprocal Kantian duties or Aristotelian moderation. (shrink)

The recent call for a conceptual and intellectual decolonization in the humanities critiques the conventional, all-white, largely male philosophical canon. Its critique is directed at the centering of the experiences of this specific group in global knowledge transmission practices. Its proponents focus on the canon’s implicit claim, namely that only one social group is able to think thoroughly and accurately about all problems of philosophical significance across varying spatiotemporal contexts. In this short article, I will use two different (...) debates to make some aspects of this call more meaningful: the US-American discourse in academic philosophy on deracializing the knowing subject and the post-Holocaust German understanding of public intellectual spaces (sections 2 and 3 respectively). (shrink)

An epistemic agent A is a false epistemic authority for others iff they falsely believe A to be in a position to help them accomplish their epistemic ends. A major divide exists between what I call "epistemic quacks", who falsely believe themselves to be relevantly competent, and "epistemic charlatans", i.e., false authorities who believe or even know that they are incompetent. Both types of false authority do not cover what Lackey (2021) calls "predatory experts": experts who systematically misuse their social-epistemic (...) status as a cover for predatory behavior. Qua experts, predatory experts are competent and thus could (and maybe sometimes do) help their clients. But should we count them as genuine epistemic authorities? No, I argue, they are false epistemic authorities because, in addition to their practical and moral misconduct, such experts systematically deceive their clients, thereby thwarting the clients’ epistemic ends. (shrink)

I use the case of religious belief to argue that communal institutions are crucial to successfully transmitting knowledge to a broad public. The transmission of maximally counterintuitive religious concepts can only be explained by reference to the communities that sustain and pass them on. The shared life and vision of such communities allows believers to trust their fellow adherents. Repeated religious practices provide reinforced exposure while the comprehensive and structured nature of religious worldviews helps to limit distortion. I (...) argue that the phenomenon of theological incorrectness noted by many cognitive scientists of religion is not as worrisome as it may appear. Believers may be employing models that are good enough for practical knowledge, as much of the relevant sociological evidence suggests. Further, communities can help us both in acquiring our initial beliefs and in correcting our errors. (shrink)

This book researches the thought of Jin Yuelin’s epistemology with some notions and methods of contemporary epistemology as the frame of reference. There are two kinds of academical significance in this book, one is that author has accurately comprehended the specific content, inadequacies and contradictions in Jin’ s epistemology, recognized the methods by which Jin Yuelin built his theory of knowledge. The other is that author has known about the differences in research objects and methods between Jin’s theory and (...) contemporary epistemology, and showed the position of Jin’s epistemology in the whole theory of knowledge through the comparative study. On the one hand, the book focuses on the core problem of Jin Yuelin’ epistemology that is how objective knowledge is produced. On the other hand, it is made up of seven chapters in accordance with the structure of Jin’s Theory of Knowledge. The first chapter introduces and comparatively analyzes the comprehensions about the concepts of “knowledge” and “epistemology” between Jin Yuelin and contemporary epistemologists. This chapter supplies the means and methods for following chapters. The second chapter describes Jin’s standpoint and criticism to idealism starting mode, analyzes the objective starting mode that belongs to Jin’s theory and reveals his negative attitude to skepticism. This chapter shows the essential characteristics of the Jin Yuelin’s epistemology. The given is the content of sensation, which is the most basic part of cognitive activity. Moreover Jin Yuelin regards sensation as foundation of knowledge, so the research on theory of the given is separated from the whole study of cognitive activity and treated as the third chapter, which presents Jin’s theory of the given and analyzes the problems of Jin’s theory, then introduces some kinds of theory of the given and theory of perception in the contemporary epistemology, finally comparatively investigates theories of the given between Jin Yuelin and contemporary epistemologists. From the perspective of cognitive activity, the fourth chapter describes the perceptual activity, the activity of knowing, the activity of thinking, means and outlines of reception in Jin’s epistemology, then exposes its contradictions and inadequacies; Induction is the important research object of the Western epistemologists, similarly Jin Yuelin paid more attention to induction and regards the principle of induction as outline of reception. In fact, his standpoint about the principle of induction is vital and creative, so the study of induction separately belongs to the fifth chapter. This chapter presents the Jin’s comprehension about the principle of induction and some answers to the problem of induction in contemporary epistemology, then comparatively analyzes two kinds of the thought about induction. The sixth chapter successively introduces being, nature and fact which all are objects of cognitive activity, then analyzes the problems within them. From the perspective of cognitive results, the last chapter presents the Jin’s standpoint about verification and demonstration of proposition, definition and criteria of truth, then simply describes the point views of contemporary epistemologists about verification and truth of proposition, finally comparatively investigates two kinds of thought. From the vertical, the thesis analyzes the fundamental sections of objective knowledge one by one, such as the given, experience, idea, proposition and truth. From the horizontal, the book focuses on the three main parts of knowledge event, for example, cognitive activity, objects of knowledge and the true proposition treated as knowledge. In a word, the whole book is coherent and organic unity. Through the comparative study, it can be concluded that it is reasonable for Jin Yuelin to enjoy a high academic status, because he is the first philosopher who specializes in the study of epistemology. At the same times, he improves transmission of logic, metaphysics and epistemology from the Western to China. So, his hard work enriches and expands the realm of Chinese philosophy. With the development of the study of epistemology, descriptive content of it, such as, perceptual activity and rational activity, will be regarded as the objects of psychology and cognitive science. Meanwhile, normative content will be retained. For example, analysis of conditions of knowledge, justification for belief claims, comprehension about the proofs of justification, as well as reactions to challenges of skepticism. The latter will continue to be objects of epistemology, of course, they must establish close relationships with psychology and cognitive science. According to this prospect, we should split Jin Yuelin’s theory of knowledge, of which the descriptive content would be allocated to psychology and cognitive science. On the contrary, the normative content would be kept as important resource for deeply studying epistemology. -/- Key words: Knowledge; Contemporary epistemology; Compare; The given; Idea; The principle of induction; Fact. (shrink)

While aestheticians have devoted substantial attention to the possibility of acquiring knowledge from fiction, little of this attention has been directed at the acquisition of factual information. The neglect traces, I believe, to the assumption that the task of aesthetics is to explain the special cognitive value of fiction. While the value of many works of nonfiction may be measured, in part, by their ability to transmit information, most works of fiction do not have this aim, and so many (...) conclude that the transmission of information is irrelevant to their value. I am skeptical of these claims. I doubt that there is any value, cognitive or otherwise, special to all and only works of fiction. Thus I see no reason to neglect the capacity to convey factual information—specifically, propositional knowledge about real individuals and events—when assessing the value of particular works. In this paper I consider the value of learning about history from a particular work of fiction, Gore Vidal’s Lincoln: A Novel. Drawing on recent work in cognitive psychology, I argue that narrative devices used by Vidal can enhance our ability to learn and retain factual information, despite also increasing the possibility that we will form false beliefs, and that acquiring propositional knowledge from fiction, far from being a process we can take for granted, constitutes a difficult achievement. (shrink)

Trauma and traumatization have arguably always been part of the human experience yet have in the last few decades come to occupy a prominent place in various popular and academic contexts. This chapter offers an interdisciplinary and comparative investigation of trauma and traumatization in different historical contexts. More specifically, my aim is to discuss whether the rich bodies of research in trauma and traumatization in Holocaust survivors and their descendants yield relevant insights for post-slavery contexts. It has been shown that (...) children of Holocaust survivors suffer from stress and other symptoms related to their parents’ traumatization which influence the interactions with their environments. Such results made me wonder whether the traumatic impact of chattel slavery—which has been abolished some 160 years ago—might have a similar impact, yet now across several generations. Issues of the transmission and current persistence of trauma are inherently linked to questions of social justice, recognition and reparations. This chapter is meant, however, as an exploration of interdisciplinary connections that should be studied in concert to account for the traumatic impact of historical and present day experiences. It starts by discussing the concepts of trauma and post-traumatic stress disorder. Continuing by exploring the phenomenon of the inter- and transgenerational transmission of trauma, it relies in part on the important body of research conducted on families of Holocaust survivors. I then turn to the much less researched ‘post-traumatic slave syndrome’ (DeGruy) and discuss two factors that might contribute to the transgenerational transmission of trauma in the families of former enslaved: epigenetics and the continuation of traumatization even after the abolition of slavery as articulated in Historical Trauma theory. Drawing upon these insights, I conclude that it is plausible that a continuing transgenerational transmission of trauma might occur in some families of slavery survivors, the knowledge of which might help to break the chains of such traumatization across generations. (shrink)

The changing conditions for the accumulation and transmission of knowledge in the age of multimedia networks make it inevitable that old philosophical problems become formulated in a new light. Above all, the problem of the unity of knowledge is once again a topical issue. The situation-dependent acquisition of knowledge that is made possible by mobile learning transcends the boundaries of traditional disciplines, linking the domains of text, diagram, and picture. Database integration and multimedia search become central (...) problems in the epistemology of the 21st century, while handheld devices are emerging as vital technologies for supporting collaborative learning. -- Kristóf Nyíri has published widely on Wittgenstein, Austrian intellectual history, and the philosophy of communication. He directs the interdisciplinary research program COMMUNICATIONS IN THE 21ST CENTURY, conducted jointly by the Institute for Philosophical Research of the Hungarian Academy of Sciences and Westel Mobile Telecommunications, Budapest. (shrink)

Epistemic closure under known implication is the principle that knowledge of "p" and knowledge of "p implies q", together, imply knowledge of "q". This principle is intuitive, yet several putative counterexamples have been formulated against it. This paper addresses the question, why is epistemic closure both intuitive and prone to counterexamples? In particular, the paper examines whether probability theory can offer an answer to this question based on four strategies. The first probability-based strategy rests on the accumulation (...) of risks. The problem with this strategy is that risk accumulation cannot accommodate certain counterexamples to epistemic closure. The second strategy is based on the idea of evidential support, that is, a piece of evidence supports a proposition whenever it increases the probability of the proposition. This strategy makes progress and can accommodate certain putative counterexamples to closure. However, this strategy also gives rise to a number of counterintuitive results. Finally, there are two broadly probabilistic strategies, one based on the idea of resilient probability and the other on the idea of assumptions that are taken for granted. These strategies are promising but are prone to some of the shortcomings of the second strategy. All in all, I conclude that each strategy fails. Probability theory, then, is unlikely to offer the account we need. (shrink)

Despite centuries of colonization in the Philippines, the traditional Filipino healing system has survived. However, as modern education has continued to spread and Western medicine has grown in influence, traditional healing practices have been pushed to the margins and labeled as unscientific or mere superstition. This also suggests that unrecorded information may be lost forever. For future generations to appreciate this rich cultural heritage, cultural mapping of traditional healers in a local community is necessary. Thus, the researcher explored, identified, documented, (...) and analyzed the cultural profile of the traditional healers in a local community. Specifically, he studied the (1) background information, (2) description of the intangible cultural heritage, (3) stories/narratives associated with traditional healing, (4) significance of the practice, (5) assessment of the practice, and (6) references/supporting documentation of the traditional healers. The study was conducted in one of the local communities in the province of Quezon. The research participants were selected using inclusion criteria, and 11 traditional healers served as the key informants of the study. This study also employed qualitative research through cultural mapping, and pertinent data were obtained using participant observation, documentation, and interview guides. Qualitative content analysis was used in analyzing the gathered data. The findings revealed that the traditional healers have diverse background information, reflected in the element types, the geographical location and range of the element, and the related domains of the intangible cultural heritage. Likewise, the description of the intangible cultural heritage gave a wide array of descriptions of the history of practice, occasion/season, processes, and procedures involved, beliefs associated, settings, aims, social functions, and cultural meaning, culture bearer/s and practitioner/s of the element, mode of transmission, list of significant tangible movable heritage used associated with the element and list of significant flora/fauna used associated with the element. Meanwhile, spiritual guides and supernatural claims, healing severe cases, and being accused of malpractice or maltreatment were some of the stories/narratives associated with the element. In addition, traditional healing has historical, aesthetic, scientific, social, socio-economic, socio-political, and spiritual significance. Moreover, the assessment of practice exposed the condition/status of traditional healing, which is in danger because of the elderliness of the traditional healers and because no one is accepting the knowledge and practices. Furthermore, the constraint, threat, issue, or challenge experienced by the traditional healers is making false accusations against them. Nevertheless, traditional healers have identified several safeguarding measures in their traditional healing practice. These are transmission through informal education, identification, documentation, research, promotion, enhancement, and revitalization. Finally, sacred texts, books, pictures, prayers, and saints are the references or supporting documentation used in traditional healing. Based on the findings and conclusions, it is recommended to utilize the two research outputs: “Kaalaman at Kasanayan: Cultural Profile of Traditional Healers,” a booklet, and “Tanging Healing,” a documentary film about traditional healing for the preservation of local heritage, community development, and heritage education. (shrink)

Using a knowledge-based approach, we derive a protocol, MACOM1, for the sequence transmission problem from one agent to a group of agents. The protocol is correct for communication media where deletion and reordering errors may occur. Furthermore, it is shown that after k rounds the agents in the group attain depth k general knowledge about the members of the group and the values of the messages. Then, we adjust this algorithm for multi-agent communication for the process of (...) teamwork. MACOM1 solves the sequence transmission problem from one agent to a group of agents, but does not fully comply with the type of dialogue communication needed for teamwork. The number of messages being communicated per communication between the initiator and the other agents from the group can differ. Furthermore, the teamwork process can require the communication algorithm to handle changes of initiator. We show the adjustments that have to be made to MACOM1 to handle these properties of teamwork. For the new multi-agent communication algorithm, MACOM2, it is shown that the gaining of knowledge required for a successful teamwork process is still guaranteed. (shrink)

This article gives an overview over different principles of epistemic closure, their attractions and their problems.

Aspects of human symbolic evolution are studied by scholars active in a variety of fields and disciplines in the life and the behavioral sciences as well as the scientific-philosophical, sociological, anthropological, and linguistic sciences. These fields and disciplines all take on an evolutionary approach to the study of human symbolism, but scholars disagree in their theoretical and methodological attitudes. Theoretically, symbolism is defined differentially as knowledge, behavior, cognition, culture, language, or social group living. Methodologically, the diverse symbolic evolution sciences (...) establish their teachings upon diverging evolutionary biological schools and paradigms. This chapter reviews past and current research fields in human symbolic evolution for how they differentially implement tenets of the major evolution schools that were discussed in the previous chapter. Traditional evolutionary epistemology and biosemiotics bring in a mesoevolutionary outlook by drawing on early Darwinism and evolutionary developmental biology movements that emphasize the role of the organism in evolution. Communication studies instead originally take on a microevolutionary perspective by investigating how units of information are transmitted across generations through time. Only later do they integrate studies on meaning-making at the organismal level. Sociobiology complements a microevolutionary with a macroevolutionary outlook by implementing population genetic approaches, typical of the Modern Synthesis, into studies on individual and group behavior. The new symbolic evolutionary sciences build upon these traditions and include disciplines such as evolutionary psychology, evolutionary linguistics, evolutionary anthropology, evolutionary archaeology, evolutionary sociology, and evolutionary economics. Originally centered on implementing Darwinian selection theory, these fields are now including ecological and evolutionary developmental biology as well as reticulate evolutionary paradigms. As diverse in outlook and scope as they are, no discipline holds a privileged position over the other and all have made valuable contributions to our understanding of human symbolic evolution. (shrink)

Inquiry is an aim-directed activity, and as such governed by instrumental normativity. If you have reason to figure out a question, you have reason to take means to figuring it out. Beliefs are governed by epistemic normativity. On a certain pervasive understanding, this means that you are permitted – maybe required – to believe what you have sufficient evidence for. The norms of inquiry and epistemic norms both govern us as agents in pursuit of knowledge and understanding, and, on (...) the surface, they do so in harmony. Recently, however, Jane Friedman (2020) has pointed out that they are in tension with each other. In this paper, I aim to resolve this tension by showing that reasons for acts of inquiry – zetetic reasons – and epistemic reasons for belief can both be understood as flowing from the same general normative principle: the transmission principle for instrumental reasons. The resulting account is a version of epistemic instrumentalism that offers an attractive unity between zetetic and epistemic normativity. (shrink)

In this paper, I distinguish three general approaches to public trust in science, which I call the individual approach, the semi-social approach, and the social approach, and critically examine their proposed solutions to what I call the problem of harmful distrust. I argue that, despite their differences, the individual and the semi-social approaches see the solution to the problem of harmful distrust as consisting primarily in trying to persuade individual citizens to trust science and that both approaches face two general (...) problems, which I call the problem of overidealizing science and the problem of overburdening citizens. I then argue that in order to avoid these problems we need to embrace a (thoroughly) social approach to public trust in science, which emphasizes the social dimensions of the reception, transmission, and uptake of scientific knowledge in society and the ways in which social forces influence both positively and negatively the trustworthiness of science. (shrink)

Intellectual servility is a vice opposing proper pride about one's intellectual achievements. Intellectual timidity is also a vice; it is manifested in a lack of proper concern for others’ esteem. This paper offers an account of the nature of these vices and details some of the epistemic harms that flow from them. I argue that servility, which is often the result of suffering humiliation, is a form of damaged self-esteem. It is underpinned by attitudes serving social-adjustive functions and causes ingratiating (...) behaviors. Timidity, which is habituated through self-silencing, is underpinned by negative attitudes toward the intellectual worth of the self, which serve a defensive function. Like servility, timidity is an obstacle to the acquisition and transmission of knowledge and especially knowledge about oneself. (shrink)

The main aim of Samuel Hartlib was to provide an advancement of learning finalized to the amelioration of the material conditions of men and the pursuit of a religious peace, i.e., the unification of the Protestants. To this aim, inspired by Comenius, he devoted his efforts or gathering knowledge by the creation of a society or office of learned men (in technical fields, philosophy, and theology), and by the establishment of a network of correspondents (the Hartlib Circle). The method (...) of discovery underlying his program of advancement of learning was inspired by Bacon’s Novum Organum and by Jacopo Aconcio’s method of analysis, while the categorization and transmission of knowledge had to be based on commonplace books and artificial languages. His plan of economic improvement, to be fulfilled mainly through the amelioration of husbandry, was motivated by the Puritan Millenarianism to which he adhered. (shrink)

Darshana, in the sense of true philosophical knowledge, Darshana is first quoted in the Vaiśesika Sūtra (first century CE) to mean the perfect vision of everything. Etymologically, Darshana evolves from the Sanskr̥ti term Drś, that is, vision. The contemporary use of the term Darshana finds its new dimension in the writings of Haribhardra (eighteenth century CE), who considers different philosophical schools in the cord of Darshana in his text Ṣad-darśana-samuccaya. Later, eminent Vedāntin Mādhava in fourteenth century CE popularized and (...) expatiated the meaning of Darshana in Sarvadarśana Saṅgraha. The purport of the term Darshana is embedded in the notion of Indianness that caters to an influential uniqueness in Hinduism, Jainism (Samyak Darshana or liberation consists in right vision) and Mahayana Buddhism (Nagarjuna’s dictum tattva-darśana, i.e., the true reality, and Vasubandhu’s use of Darshana marga, i.e., the conduit of seeing). -/- The conception of the word guru in Indian cultures goes back to the Upanishadic era, especially in the Mundakopanishad, where Brahma (the creator of the world) taught the Brahma Vidya (the foundation of all knowledge or the speculative discussion about ultimate reality) to his eldest son, Atharvan. Later, Artharvan transmitted the Brahma Vidya to Angiras, who shared the absolute knowledge with Satyavaha, a successor of Sage Bharadwaja. Satyavaha narrated to Bharadwaja, who finally imparted the knowledge (both the higher and lower levels) to Angiras. One could find a significance herein using the Upanishadic term paraparam (Mundakopanishad, 1.2). The term not only indicates that the foundation of all knowledge has two different folds – para (transcendent) and apar (mundane) – but also that the term paraparam tinges on the transmission progression of the knowledge from guru (enlightened master) to his shisya (dedicated disciple). The proper way of learning Brahma Vidya depends on the gurupasadana; the only guru can condescend to expose wisdom to the devoted disciples. (shrink)