This paper explores the concept of moral expertise in the contemporary philosophical debate, with a focus on three accounts discussed across moral epistemology, bioethics, and virtue ethics: an epistemic authority account, a skilled agent account, and a hybrid model sharing key features of the two. It is argued that there are no convincing reasons to defend a monistic approach that reduces moral expertise to only one of these models. A pluralist view is outlined in the attempt to reorient the discussion (...) about moral expertise. (shrink)

In this paper I explore the relationship between skill and sensitivity to reasons for action. I want to know to what degree we can explain the fact that the skilled agent is very good at performing a cluster of actions within some domain in terms of the fact that the skilled agent has a refined sensitivity to the reasons for action common to the cluster. The picture is a little bit complex. While skill can be partially explained by sensitivity to (...) reasons – a sensitivity often produced by rational practice – the skilled human agent, because imperfect, must navigate a trade-off between full sensitivity and a capacity to succeed. (shrink)

According to agent-centered virtue ethics, acting well is not a matter of conforming to agent-independent moral standards, like acting so as to respect humanity or maximize utility. Instead, virtuous agents determine what is called for in their circumstances through good practical reason. This is an attractive view, but it requires a plausible account of how good practical reason works. To that end, some theorists invoke the skill model of virtue, according to which virtue involves essentially the same kind of practical (...) reason as ordinary skills. I contend, however, that ordinary skills provide a plausible and informative model of good practical reason only insofar as they are assessed by agent-independent standards. And so virtue, likewise, must be assessed primarily by agent-independent moral standards, if the skill model is to serve its purpose. I consider how agent-centered virtue ethics might avert this dilemma. But I ultimately suggest proceeding a different way. (shrink)

Researchers often claim that self-control is a skill. It is also often stated that self-control exertions are intentional actions. However, no account has yet been proposed of the skillful agency that makes self-control exertion possible, so our understanding of self-control remains incomplete. Here I propose the skill model of self-control, which accounts for skillful agency by tackling the guidance problem: how can agents transform their abstract and coarse-grained intentions into the highly context-sensitive, fine-grained control processes required to select, revise and (...) correct strategies during self-control exertion? The skill model borrows conceptual tools from ‘hierarchical models’ recently developed in the context of motor skills, and asserts that self-control crucially involves the ability to manage the implementation and monitoring of regulatory strategies as the self-control exercise unfolds. Skilled agents are able do this by means of flexible practical reasoning: a fast, context-sensitive type of deliberation that incorporates non-propositional representations into the formation and revision of the mixed-format intentions that structure self-control exertion. The literatures on implementation intentions and motivation framing offer corroborating evidence for the theory. As a surprising result, the skill of self-control that allows agents to overcome the contrary motivations they experience is self-effacing: instead of continuously honing this skill, expert agents replace it with a different one, which minimizes or prevents contrary motivations from arising in the first place. Thus, the more expert you are at self-control, the less likely you are to use it. (shrink)

I argue that moral skill is limited and precarious. It is limited because global moral skill—the capacity for morally excellent behaviour within an über action domain, such as the domain of living, or of all-things-considered decisions, or the same kind of capacity applied across a superset of more specific action domains—is not to be found in humans. It is precarious because relatively local moral skill, while possible, is prone to misfire. My arguments depend upon the diversity of practical structures confronting (...) human agents, the limitations of human skill learning and reason-sensitivity, and the failure of moral considerations to respect the social and institutional boundaries we develop to structure our practical lives. (shrink)

A central aim of non-epistemology is to eschew idealisations that tend to distort our epistemological theorising. In this paper, I use the resources of non-ideal epistemology to shed light on a perceived asymmetry between the structure of epistemic virtues and vices. On the one hand, epistemic virtues are widely held to exhibit a skill-component as part of their formal structure. On the other hand, epistemic vices are taken to lack this component. I cast doubt on this asymmetry by demonstrating that (...) it is sustained by two idealisations virtue epistemologists have tended to employ in their theorising of epistemic vice and the environments in which agents develop epistemic virtues. In doing so, I argue that this asymmetry has problematically obscured from view what I call ‘vice-indexed skills’ – distinctive skills associated with epistemic vices. The existence of these skills not only reveals an important structural symmetry between the epistemic virtues and vices, but it is something that comes to light by applying the tools of non-ideal epistemology to vice epistemology. (shrink)

The article discusses the relation between skills (or competences), creditability, and aptness . The positive suggestion is that we might make progress understanding the relation between creditability and aptness by inquiring more generally about how different kinds of competences and their exercise might underwrite allocation of credit. Whether or not a competence is acquired and whether or not a competence is actively exercised might matter for the credit that the agent deserves for the exercise of that competence. A fine-grained (...) taxonomy of competences opens up the possibility of instinctual knowledge (knowledge by mere instincts) as well as the possibility of habitual knowledge (knowledge by mere habits), alongside knowledge by skills (or alongside knowledge by yet other sorts of competences). If instinctual knowledge were possible, it is suggested that it might not be of the sort that deserves credit at all. By piggybacking from the literature in evolutionary psychology, I suggest that, as inborn social learners, merely instinctual—and so not fully creditable—knowledge might be a reality for us. (shrink)

Recommender systems are artificial intelligence technologies, deployed by online platforms, that model our individual preferences and direct our attention to content we’re likely to engage with. As the digital world has become increasingly saturated with information, we’ve become ever more reliant on these tools to efficiently allocate our attention. And our reliance on algorithmic recommendation may, in turn, reshape us as moral agents. While recommender systems could in principle enhance our moral agency by enabling us to cut through the information (...) saturation of the internet and focus on things that matter, as they’re currently designed and implemented they’re apt to interfere with our ability to attend appropriately to morally relevant factors. In order to analyze the distinctive moral problems algorithmic recommendation poses, we develop a framework for the ethics of attention and an account of judicious attention allocation as a moral skill. We then discuss empirical evidence suggesting that attentional moral skill can be thwarted and undermined in various ways by algorithmic recommendation and related affordances of online platforms, as well as economic and technical considerations that support this concern. Finally, we consider how emerging technologies might overcome the problems we identify. (shrink)

When performing a skilled action—whether something impressive like a double somersault or something mundane like reaching for a glass of water—you exercise control over your bodily movements. Specifically, you guide their course. In what does that control consist? In this dissertation, I argue that it consists in attending to what you are doing. More specifically, in attending, agents harness their perceptual and perceptuomotor states directly and practically in service of their goals and, in doing so, settle the fine-grained manner in (...) which their bodies will move—details an intention alone leaves unsettled. This requires, among other things, that we reject views on which agents’ control is identical with their practical rationality. When all goes well, agents attentionally prioritize what is motivationally relevant to them to the exclusion of what would otherwise distract them from achieving their goals. However, sometimes agents attend distractedly—i.e., without prioritizing. As the aim of attention is to avoid distraction, this entails the possibility of defective attention. Defective attention, in turn, casts light on scenarios in which agents lose control over what they are doing, as when a skilled practitioner ‘chokes under pressure’. A complaint sometimes levelled against accounts, like mine, that claim to reduce agents’ control of their behaviour to that of causally efficacious mental states or events is that these accounts invariably deprive agents themselves of their rightful role in the generation of behaviour. This is the “Disappearing Agent Problem” for “reductive” or “event-causal” theories of action. I argue that, correctly understood, extant reductive theories do face a genuine Disappearing Agent Problem. However, it is a problem we solve by recognizing the role that conscious attention plays in making an action the agent’s own. Accordingly, I develop and defend an attentional account of action ownership. On this view, allocating conscious attention in service of your goals is sufficient for a kind of conscious perspective (“motivational perspective”), which, when active in controlling your behaviour, constitutes the behaviour as your own doing. As I explain, such perspective also contributes to explaining the subjective structure of your perceptual awareness of the world around you. (shrink)

I provide a novel, non-reductive, action-first skill-based account of active imagining. I call it the Skillful Action Account of Imagining (the skillful action account for short). According to this account, to actively imagine something is to form a representation of that thing, where the agent’s forming that representation and selecting its content together constitute a means to the completion of some imaginative project. Completing imaginative projects stands to the active formation of the relevant representations as an end. The account thus (...) bakes in the means-end order that some in action theory take to be definitional of intentional action. Moreover, in the spirit of this conception of intentional action, I hold that a central feature of the means-end order exhibited in active imagining is the agent’s direct non-observational knowledge both of her act of imagining and of its having this order. The agent knows that she’s actively imagining (that-)p and knows why she actively imagines this–to carry on the pretense, engage in the fiction, predict another’s behavior, reason about possibility or necessity, reason about contingent matters of fact, just imagine for its own sake, and so on. I show that the account accounts for the possibility of misimagining while holding onto the idea that we imagine what we intend to imagine. I likewise show that the account unifies imagining across types of imaginative project like those just listed in a way that tolerates conflict in the roles that imagining plays in the mental economy across those projects. Finally, I show that the account can accommodate passive imagining like involuntary and automatic imagining as well as mind wandering. -/- Acknowledgments: I'd like to thank Amy Kind, Robert Brandom, Colin Allen, Peter Langland-Hassan, Alison Springle, Daniel Munro, Nick Wiltsher, and Andrew Rubner for excellent comments on earlier drafts from which this paper greatly benefited. I'd also like to thank two anonymous reviewers for extremely helpful comments. And I'd like to thank participants of the 2022 Simulationism Conference hosted by the Centre for Philosophy of Memory and the 4th Annual Conference [Online/Virtual] for Imagination Domination (COVID) hosted by Amy Kind for excellent feedback on earlier versions of the paper. (shrink)

Someone acts in a morally worthy way when they deserve credit for doing the morally right thing. But when and why do agents deserve credit for the success involved in doing the right thing? It is tempting to seek an answer to that question by drawing an analogy with creditworthy success in other domains of human agency, especially in sports, arts, and crafts. Accordingly, some authors have recently argued that, just like creditworthy success in, say, chess, playing the piano, or (...) archery, creditworthy moral success is a matter of getting things right by way of manifesting a relevant skill. My main aim in this paper is to bring out an important structural difference between moral creditworthiness and creditworthiness in sports, arts, and craft, undermining attempts to use examples of the latter as a model for understanding the former. As an alternative, I propose an account of morally creditworthy action, according to which such action is a matter of manifesting virtue, not skill—a claim that's based on an important, but underappreciated, difference between the sorts of excellences constituting virtues and skills. The paper thus contributes to a more nuanced picture of normative achievements across different domains of human agency, highlighting largely overlooked structural dissimilarities among them. (shrink)

The Shape of Agency offers interlinked explanations of the basic building blocks of agency, as well as its exemplary instances. The first part offers accounts of a collection of related phenomena that have long troubled philosophers of action: control over behaviour, non-deviant causation, and intentional action. These accounts build on earlier work in the causalist tradition, and undermine the claims made by many that causalism cannot offer a satisfying account of non-deviant causation, and therefore fails as an account of intentional (...) action. The second part turns to modes of agentive excellence—ways that agents display quality of form—providing a novel account of skill, including an account of the ways that agents display more or less skill. Shepherd discusses the role of knowledge in skill, and concludes that while knowledge is often important, it is inessential. This leads to a discussion of the way that knowledge of action and knowledge of how to act informs action execution. Knowledgeable action includes a unique epistemic underpinning: in knowledgeable action, the agent has authoritative knowledge of what she is doing and how she is doing it when and because she is poised to control her action by way of practical reasoning. (shrink)

Imagine a moral agent with the native capacity to act rightly in every kind of circumstance. She will never, that is, find herself thrust into conditions she isn’t equipped to handle. Relationships turned tricky, evolving challenges of parenthood, or living in the midst of a global pandemic—she is never mistaken about what must be done, nor does she lack the skills to do it. When we are thrust into a new kind of circumstance, by contrast, we often need time (...) to practice discernment, new forms of compassion, different kinds of courage, or whatever else conditions call for. Unfortunately, such practice usually takes the form of on-the-job training—it is hard to cultivate the skills of an excellent parent, for example, until we actually are parents. Even more unfortunately, on-the-job training basically guarantees mistakes. This paper focuses on errors that (a) cause harm to others, and that (b) we make non-culpably because our skills are (understandably) not yet up to snuff. It argues that agent regret—the attitude singled out for non-culpable failures by much moral philosophy—is inapt in such cases. Rather, we need an attitude I will call stoic determination. (shrink)

From our everyday commuting to the gold medalist’s world-class performance, skillful actions are characterized by fine-grained, online agentive control. What is the proper explanation of such control? There are two traditional candidates: intellectualism explains skillful agentive control by reference to the agent’s propositional mental states; anti-intellectualism holds that propositional mental states or reflective processes are unnecessary since skillful action is fully accounted for by automatic coping processes. I examine the evidence for three psychological phenomena recently held to support anti-intellectualism and (...) argue that it supports neither traditional candidate, but an intermediate attention-control account, according to which the top-down, intention-directed control of attention is a necessary component of skillful action. Only this account recognizes both the role of automatic control in skilled action and the need for higher-order cognition to thread automatic processes together into a unified, skillful performance. This applies to bodily skillful action in general, from the world-class performance of experts to mundane, habitual action. The attention-control account stresses that, for intentions to play their role as top-down modulators of attention, agents must sustain the intention’s activation; hence, the need for reflecting throughout performance. (shrink)

The temporal structure for motivating, monitoring, and making sense of agency depends on encoding, maintaining, and accessing the right contents at the right times. These functions are facilitated by memory. Moreover, in informing action, memory is itself often active. That remembering is essential to and an expression of agency and is often active suggests that it is a type of action. Despite this, Galen Strawson (Proceedings of the Aristotelian Society, 103, 227–257, 2003) and Alfred Mele (2009) deny that remembering is (...) an action. They claim that memory fails to admit of control. Remembering is automatic—once remembering starts, the process can neither be stopped nor intervened on. Moreover, the agent does not initiate remembering. An agent has control over an event or process if and only if she has the capacity and opportunity to initiate and intervene on that event or process. Actions are events over which an agent has control. Since it is automatic, we fail to have control over remembering. Thus, remembering is not an action. In this paper, I draw out an assumption of Strawson’s and Mele’s accounts: an event-type whose tokens exhibit automaticity cannot, for that reason, be an action (§2). Against this assumption, I draw parallels between skilled bodily action and memory. I show that memory exhibits two defining features of skill: it can be learned with practice and it admits of attributions of excellence (§3). These features reveal how intelligent control is exerted in the exercise of skill despite apparent automaticity—control is gained over time (§4). Since exercises of skill are by definition actions and since memory exemplifies the defining features of skill, memory is a skill and instances of remembering are actions too. (shrink)

As robots and Artificial Intelligences become more enmeshed in rich social contexts, it seems inevitable that we will have to make them into moral machines equipped with moral skills. Apart from the technical difficulties of how we could achieve this goal, we can also ask the ethical question of whether we should seek to create such Artificial Moral Agents (AMAs). Recently, several papers have argued that we have strong reasons not to develop AMAs. In response, we develop a comprehensive (...) analysis of the relevant arguments for and against creating AMAs, and we argue that all things considered we have strong reasons to continue to responsibly develop AMAs. The key contributions of this paper are threefold. First, to provide the first comprehensive response to the important arguments made against AMAs by Wynsberghe and Robbins (in “Critiquing the Reasons for Making Artificial Moral Agents”, Science and Engineering Ethics 25, 2019) and to introduce several novel lines of argument in the process. Second, to collate and thematise for the first time the key arguments for and against AMAs in a single paper. Third, to recast the debate away from blanket arguments for or against AMAs in general, to a more nuanced discussion about the use of what sort of AMAs, in what sort of contexts, and for what sort of purposes is morally appropriate. (shrink)

This chapter argues that emotion recognition is a skill. A skill perspective on emotion recognition draws attention to underappreciated features of this cornerstone of social cognition. Skills have a number of characteristic features. For example, they are improvable, practical, and flexible. Emotion recognition has these features as well. Leading theories of emotion recognition often draw inadequate attention to these features. The chapter advances a theory of emotion recognition that is better suited to this purpose. It proposes that emotion recognition (...) involves scripts. Emotion scripts describe how people are likely to behave in different emotional contexts. Scripts can be improved with the addition of richer social knowledge, they are practical in that they describe and guide social interaction, and they are flexible because they must accommodate the fact that emotions have different behavioral impact depending on the agents involved and the circumstances at play. Learning to recognize emotions through scripts qualifies as a skill. (shrink)

In “Willpower with and without effort”, G. Ainslie advances our understanding of selfcontrol by theoretically unifying multiple forms of willpower. But one crucial question remains unanswered: How do agents pick the right forms of willpower in each situation? I argue that willpower requires tactical skill, which detects willpower-demanding contexts, selects context-appropriate tactics, and monitors their implementation. Research on tactical skill will significantly advance our understanding of willpower.

This essay argues that current theories of action fail to explain agentive control because they have left out a psychological capacity central to control: attention. This makes it impossible to give a complete account of the mental antecedents that generate action. By investigating attention, and in particular the intention-attention nexus, we can characterize the functional role of intention in an illuminating way, explicate agentive control so that we have a uniform explanation of basic cases of causal deviance in action as (...) well as other defects of agency, explain cases of skilled agency and sharpen questions about the role of thought in agency. This provides for a different orientation in the theory of action. (shrink)

Skilled sportsmen or musicians—more generally, skilled agents—often fill us with awe with the way they perform their actions. One question we may ask ourselves is whether theyintendedto perform some awe-inspiring aspects of their actions. This question becomes all the more pressing as it often turns out that these agents were not conscious of some of those aspects at the time of performance. As I shall argue, there are reasons for suspecting lack of conscious access to an aspect of one’s action (...) to be incompatible with intending to perform that aspect of one’s action. Subsequently, though, I will also argue that, in some cases, the incompatibility is onlyprima facie, and can be dispelled by drawing the following distinction: that between aspects of one’s action that are merelytemporarily not consciously accessed, versus aspects of one’s action that arepermanently inaccessible to consciousness. I will thus remove an obstacle towards saying that skilled agents intended to perform certain aspects of their actions, despite lack of conscious access to those aspects at the time of performance. (shrink)

The idea that virtue can be profitably conceived as a certain sort of skill has a long history. My aim is to examine a neglected episode in this history — one that focuses on the pivotal role that Moses Mendelssohn played in rehabilitating the skill model of virtue for the German rationalist tradition, and Immanuel Kant’s subsequent, yet significantly qualified, endorsement of the idea. Mendelssohn celebrates a certain automatism in the execution of skill, and takes this feature to be instrumental (...) in meeting an objection against perfectionist, agent-based ethics: namely, that a virtuous person would seem to act for the sake of realising his own perfection in everything that he does, thereby taking a morally inappropriate interest in his own character. Kant rejects the automatism featured in Mendelssohn’s account, on grounds that it would make virtue mindless and unreflective. But he does not reject the skill model of virtue wholesale. Rather, he calls for considering how reflection can be embedded in the expression of certain kinds of skill, enabling him to endorse, and arguably adopt, the model on his own terms. (shrink)

I discuss three features of Matt Stichter’s new book The Skillfulness of Virtue. The thesis of the book is that virtue is best conceptualized as a type of skill, and the chapters of the book explore the implications of this thesis for our understanding of moral development, social psychology and comparisons of virtuous agents with agents who exhibit familiar types of non-moral expertise. The features of the book that I examine are (1) Stichter’s rejection of an ability to articulate reasons (...) for acting as a necessary condition for acting virtuously; (2) his comparison of expertise and virtue with respect to apt motivations and practical wisdom; and (3) whether his thesis invites a comparison of virtue and familiar non-moral expertise that is ultimately unfavourable to the adoption of virtue ethics as a normative ethical theory. I present no devastating objections, for I agree with most of what Stichter presents in the book. Rather, my aim is to raise points of clarification that might further the stimulating discussion of virtues and skills that Stichter’s book already provides. (shrink)

Job burnout, organizational commitment, and work environment continue to be important areas of research to be studied in the realm of company employment and employee retention. Job burnout is the state of physical and emotional exhaustion and perceiving one’s profession as dull or overwhelming. Meanwhile, organizational commitment refers to the company’s attitude towards the organization and their employees, encompassing loyalty, moral responsibility, and their willingness to work. And lastly, work environment provides opportunities for employees to establish connections, develop skills, (...) and maximize their full potential in performing tasks. For the current study, researchers utilized descriptive-correlational research design to investigate the influence of Work Environment towards the job burnout and organizational commitment of BPO agents in selected companies in Bulacan, Philippines. Hence, Danish Psychosocial Work Environment Questionnaire (DPQ), Maslach Burnout Inventory - General Survey (MBI-GS), and the Three-Dimensional Model of Organizational Commitment Scale (ACS, NCS, CCS) were employed to properly assess the study's objectives. Multiple Linear Regression Analysis was performed to analyze the collected data. Based on the analysis, findings show that work environment has no significant influence on the job burnout and organizational commitment of BPO Agents. Furthermore, the results of this study were thoroughly evaluated, leading to an in-depth discussion. Based on the findings, recommendations were made to benefit the stakeholders of the study and contributeto the existing body of knowledge. (shrink)

Joseph Margolis holds that both artworks and selves are ”culturally emergent entities." Culturally emergent entities are distinct from and not reducible to natural or physical entities. Artworks are thus not reducible to their physical media; a painting is thus not paint on canvas and music is not sound. In a similar vein, selves or persons are not reducible to biology, and thought is not reducible to the physical brain. Both artworks and selves thus have two ongoing and inseparable ”evolutions”—one cultural (...) and one physical. Rather than having fixed ”natures” that remain stable for any purpose other than numerical identity, artworks and selves have ”careers” due to their cultural evolution that change with the course and flux of history, interpretation and reinterpretation. The question for this essay is how a Margolisian encultured artist, who is also an individual ”self," can construct an identifiable ”career” that is both from culture and develops culture constructively in a way that involves an individual, as well as collective, contribution. In answering this question I will provide a theory that shows how Margolis’ work on the artist as cultural agent leaves room for creative innovators within a cultural context. In short, I claim that Margolis’ idea that a person is a thinking-and-doing practitioner that emerges from and works within a cultural context does allow for the agent to use that same context to acquire the tools and skills necessary to make something new. I will then consider how this innovation might be possible by making recourse to some theories of creativity from neuroscience and psychology. This essay will focus on Margolis’ theory of the creative artist as cultural agent as supplemented with an account of the nature of the human being as a raw set of genetic materials and capacity for acquiring cultural competence. My claim is that this is the site for an adequate account of how some encultured persons are able to create exceptional innovations in artistic domains and others are not. I agree with Margolis that it is true that innovation is not possible by any pre- or non-encultured self but I also think that extremes of cultural mastery and innovation, as in the case of highly creative and innovative artists, are not possible without an inborn potentiality to develop to a high level of cultural ability under the right conditions. This is not to deny Margolis’ theory of artists as cultural agents. Indeed, I accept Margolis’ view of the deep importance of culture to the development of the self and to the creative artist wholeheartedly. I also agree that this is a crucial aspect of artistic agency and creativity that has been given short shrift in analytic aesthetics. My intention here is only to answer one question that is still left unanswered after understanding and acknowledging the importance of culture: How do we account for the disparity in ability in cultural agents and artists that cannot be attributed to cultural training and socio-historical factors? How do we account for the existence of the exceptionally creative artist in a situation where the cultural and socio-historical factors are roughly equivalent for others who demonstrate lesser amounts of creativity? (shrink)

Autonomy in bioethics is coming under sustained criticism from a variety of perspectives. The criticisms, which target personal or individual autonomy, are largely justified. Moral conceptions of autonomy, such as Kant’s, on the other hand, cannot simply be applied in bioethical situations without moralizing care provision and recipience. The discussion concludes with a proposal for re-thinking autonomy by focusing on what different agents count as reasons for choosing one rather than another course of action, thus recognising their involvement in the (...) decision process. (shrink)

How may human agents come to trust (sophisticated) artificial agents? At present, since the trust involved is non-normative, this would seem to be a slow process, depending on the outcomes of the transactions. Some more options may soon become available though. As debated in the literature, humans may meet (ro)bots as they are embedded in an institution. If they happen to trust the institution, they will also trust them to have tried out and tested the machines in their back corridors; (...) as a consequence, they approach the robots involved as being trustworthy (“zones of trust”). Properly speaking, users rely on the overall accountability of the institution. Besides this option we explore some novel ways for trust development: trust becomes normatively laden and thereby the mechanism of exclusive reliance on the normative force of trust (as-if trust) may come into play - the efficacy of which has already been proven for persons meeting face-to-face or over the Internet (virtual trust). For one thing, machines may evolve into moral machines, or machines skilled in the art of deception. While both developments might seem to facilitate proper trust and turn as-if trust into a feasible option, they are hardly to be taken seriously (while being science-fiction, immoral, or both). For another, the new trend in robotics is towards coactivity between human and machine operators in a team (away from making robots as autonomous as possible). Inside the team trust is a necessity for smooth operations. In support of this, humans in particular need to be able to develop and maintain accurate mental models of their machine counterparts. Nevertheless, the trust involved is bound to remain nonnormative. It is argued, though, that excellent opportunities exist to build relations of trust toward outside users who are pondering their reliance on the coactive team. The task of managing this trust has to be allotted to human operators of the team, who operate as linking pin between the outside world and the team. Since the robotic team has now been turned into an anthropomorphic team, users may well develop normative trust towards them; correspondingly, trusting the team in as-if fashion becomes feasible. (shrink)

We explore new connections between the epistemologies of mental rehearsal and suppositional reasoning to offer a novel perspective on skilled behavior and its relationship to practical knowledge. We argue that practical knowledge is "easy" in the sense that, by manifesting one's skills, one has a priori propositional justification for certain beliefs about what one is doing as one does it. This proposal has wider consequences for debates about intentional action and knowledge: first, because agents sometimes act intentionally in epistemically (...) hazardous environments, these justified beliefs do not always rise to the level of (practical) knowledge. Second, practical knowledge is more intimately related to basic knowledge than has been appreciated. Third, an attractive "middle way" opens between the Anscombian tradition of defending a necessary connection between intentional action and practical knowledge and the more recent tradition of explaining away substantive epistemic conditions on intentional action. (shrink)

This chapter treats Hubert Dreyfus’ account of skilled coping as part of his wider project of demonstrating the sovereignty of practical intelligence over all other forms of intelligence. In contrast to the standard picture of human beings as essentially rational, individual agents, Dreyfus argued powerfully on phenomenological and empirical grounds that humans are fundamentally embedded, absorbed, and embodied. These commitments are present throughout Dreyfus’ philosophical writings, from his critique of Artificial Intelligence research in the 1970s and 1980s to his rejection (...) of John McDowell’s conceptualism in his 2005 APA Presidential Address. The present chapter articulates Dreyfus’ proposal for a contentless, non-mentalistic form of intentionality by contrasting his position with that of his U.C. Berkeley colleague John Searle and defending it as a plausible alternative to the so-called “Standard Story” of intentional action as the effect of an agent’s mental states. (shrink)

The paper aims to give an account of practical knowledge by outlining a hylomorphic and conceptualist account of intentional action in analogy to McDowell's conceptualist account of experience. On this view, practical concepts provide the ideal or formal structure that unifies a manifold of bodily movements into a single intentional action, and hence intentional actions are structured conceptually. -/- - §1 sets out the basic features of this view in contrast to a common dualistic or two-component view of practical knowledge, (...) as an "inner" mental state with propositional content that functions as the efficient cause of some bodily movement in the "external" world, and introduces the claim that practical knowledge is the constitutive form of intentional action. - §2 illustrates the hylomorphic unity of concept and movement in action, and thus (contra Dreyfus) the corporeality of practical reason, by means of an account of practical concept formation, on which both the formation and tradition of practical concepts take place in bodily movement iself. - §3 elucidates the concept of a self-conscious disposition or rational capacity for action, actualizations of which are characterized by a syllogistic structure that accounts for both the explanation and the justification of action and thereby renders intelligible in what sense practical judgment is internal to acting itself. - Skillful exercises of such capacities express a knowledge-how that manifests itself in practical representations. §4 characterizes representations of this kind as a perceptually situated recognition of a practical pattern that amounts to the imaginative anticipation of a movement form by which the agent determines their next steps; a practical perception of the agent's particular situation that is both normative and motivational for them. - §5 starts by developing an identity theory of practical truth, on which the conceptual content of a (true) practical judgment is numerically identical with the formal structure of a (good) action, and concludes with explaining the unity of four features commonly attributed to practical knowledge, viz. that it is at the same time descriptive, normative, causally productive, and non-observational (or self-conscious). (shrink)

Mental actions are things we do with our minds. Consider inferring, deliberating, imagining, remembering, calculating, and so on. I introduce a non-reductive alternative to standard causalist accounts of mental action that understands such action in terms of dispositions for performing mental actions. I call this alternative the powers framework. On the powers framework, habitual and skillful mental actions are themselves infused with practical intelligence by being expressions of the agent’s rational tendencies and capacities, respectively. The intelligence exemplified in the performance (...) of habitual and skillful mental actions stems from the agent’s having shaped the corresponding tendencies and capacities through training and practice. In this way, mental habits and skills are ‘second nature’ to us. I substantiate the powers framework by giving an account of imagining as a type of skillful mental action. In particular, I argue that imagination is a power to construct representations and select their contents as a means to performing learned behaviors like pretending, engaging with fiction, predicting others’ behavior, reasoning about possibility and necessity, reasoning hypothetically or counterfactually about contingent matters of fact, and even imagining for its own sake. I extend the account of imagining to episodic remembering. I argue that such remembering, considered as a mental action, is a kind of imagining by virtue of the agent’s constructing a representation and selecting its content as a means of performing the learned behavior of navigating her personal past. (shrink)

I argue that Merleau-Ponty is right to claim that some shift in an agent's perspective on the world is partly constitutive of their forming a habit, but that he is wrong about what this shift is because he wrongly conflates habit and skill. I defend an alternative: the perspectiival shift constitutive of habit-formation is that habitual courses of action come to be and seem familiar.

In order to be doing something intentionally, must one know that one is doing it? Some philosophers have answered yes. Our aim is to test a version of this knowledge thesis, what we call the Knowledge/awareness Thesis, or KAT. KAT states that an agent is doing something intentionally only if he knows that he is doing it or is aware that he is doing it. Here, using vignettes featuring skilled action and vignettes featuring habitual action, we provide evidence that, in (...) various scenarios, a majority of non-specialists regard agents as intentionally doing things that the agents do not know they are doing and are not aware of doing. This puts pressure on proponents of KAT and leaves it to them to find a way these results can coexist with KAT. (shrink)

Difficulty is often treated as blame-mitigating, and even exculpating. But on some occasions difficulty seems to have little or no bearing on our assessments of moral responsibility, and can even exacerbate it. In this paper, I argue that the relevance (and irrelevance) of difficulty with regard to assessments of moral responsibility is best understood via Quality of Will accounts. I look at various ways of characterising difficulty – including via sacrifice, effort, skill and ‘trying’ – and set out to demonstrate (...) that these factors are only blame-mitigating where, and to the extent that, they complicate ascriptions of insufficient concern. Matters become more complex, however, when we turn to difficult circumstances that seem to generate such objectionable attitudes. This is arguably the case with epistemic difficulty and certain instances of moral ignorance. Here I argue that certain difficult circumstances diminish the sense in which false moral beliefs are genuinely revelatory of the agents who hold them. In particular, I draw on the distinction between difficulty that generates objectionable attitudes, and objectionable attitudes that generate difficulty. I argue that the former, but not the latter, can plausibly be viewed as blame mitigating, and that this would apply to (limited) cases of moral ignorance. (shrink)

Letheby’s book is an engaging and crystal-clear exploration of the philosophical issues raised by the use of psychedelic drugs. In this paper, we focus on the epistemological issues Letheby examines in chapter 8 and argue that his analysis requires an agency-first approach to epistemic evaluation. On an agency-first approach, epistemic evaluation is about identifying the skills agents needs to acquire in order to pursue and fulfil their epistemic goals.

Given the explanatory stalemate between ‘embedded’ (EMB) and ‘extended’ (EXT) cognition, various authors have proposed normative and moral arguments in favour of EXT. According to what we call the “extended cognition moral narrative” (EXT-MN) (Cassinadri, 2022), we should embrace EXT and dismiss EMB, because the former leads to morally preferable consequences with respect to the latter. In this article we argue that two arguments following the EXT moral narrative are flawed. In Sect. 2.1 and 2.2, we present respectively King (2016) (...) and Vold’s (2018) ‘argument from assessment of capacities’ (AAC) and Clowes (2013), Farina and Lavazza’s (2022a) ‘cognitive diminishment argument’ (CDA). The AAC states that we should embrace EXT over EMB since the former is better at attributing cognitive credit to individuals with learning disabilities who use assistive tools to complete their learning tasks, thus avoiding their marginalisation. The CDA states that EMB implies a morally undesirable picture of the agent in terms of cognitive diminishment. In Sect. 3, we clarify and criticise the underlying assumptions of the AAC and CDA: the “cognitive credit assumption”, the “marginalisation assumption” and, more generally, an ableist conception of disabled agency. In Sect. 3.1, we discuss the role of moto-perceptual skills and metacognitive credit involved in complex cases of tool-use, to demonstrate that the EXT-MN is uninformative in addressing these cases. To conclude, in Sect. 4 we argue that AAC and CDA fail to present EXT as descriptively and normatively superior to EMB. (shrink)

This paper examines how professionals (N = 32) working on artificial intelligence (AI) view structural AI ethics challenges like injustices and inequalities beyond individual agents' direct intention and control. This paper answers the research question: What are professionals’ perceptions of the structural challenges of AI (in the agri-food sector)? This empirical paper shows that it is essential to broaden the scope of ethics of AI beyond micro- and meso-levels. While ethics guidelines and AI ethics often focus on the responsibility of (...) designers and the competencies and skills of designers to take this responsibility, our results show that many structural challenges are beyond their reach. This result means that while ethics guidelines and AI ethics frameworks are helpful, there is a risk that they overlook more complicated, nuanced, and intersected structural challenges. In addition, it highlights the need to include diverse stakeholders, such as quadruple helix (QH) participants, in discussions around AI ethics rather than solely focusing on the obligations of AI developers and companies. Overall, this paper demonstrates that addressing structural challenges in AI is challenging and requires an approach that considers four requirements: (1) multi-level, (2) multi-faceted, (3) interdisciplinary, and (4) polycentric governance. (shrink)

We explain metacognition as a management of cognitive resources that does not necessitate algorithmic strategies or metarepresentation. When pragmatic, world-directed actions cannot reduce the distance to the goal, agents engage in epistemic action directed at cognition. Such actions often are physical and involve other people, and so are open to observation. Taking a dynamic systems approach to development, we suggest that implicit and perceptual metacognition emerges from dyadic reciprocal interaction. Early intersubjectivity allows infants to internalize and construct rudimentary strategies for (...) monitoring and control of their own and others’ cognitions by emotion and attention. The functions of initiating, maintaining, and achieving turns make proto-conversation a productive platform for developing metacognition. It enables caregiver and infant to create shared routines for epistemic actions that permit training of metacognitive skills. The adult is of double epistemic use to the infant – as a teacher that comments on and corrects the infant’s efforts, and as the infant’s cognitive resource in its own right. (shrink)

Information is a central notion for cognitive sciences and neurosciences, but there is no agreement on what it means for a cognitive system to acquire information about its surroundings. In this paper, we approximate three influential views on information: the one at play in ecological psychology, which is sometimes called information for action; the notion of information as covariance as developed by some enactivists, and the idea of information as minimization of uncertainty as presented by Shannon. Our main thesis is (...) that information for action can be construed as covariant information, and that learning to perceive covariant information is a matter of minimizing uncertainty through skilled performance. We argue that the agent’s cognitive system conveys information for acting in an environment by minimizing uncertainty about how to achieve her intended goals in that environment. We conclude by reviewing empirical findings that support our view and by showing how direct learning, seen as instance of ecological rationality at work, is how mere possibilities for action are turned into embodied know-how. Finally, we indicate the affinity between direct learning and sense-making activity. (shrink)

Knowledge is an achievement manifesting a type of competence, akin in important respects to a skill. Accordingly, epistemic judgment is an exercise of agency. Ernest Sosa’s work has elaborated these and related insights into a meticulous, persuasive version of a virtue epistemology. Given the framing assumptions of mid-twentieth century Anglo-American epistemology, developing a competence-centered explanation of judgment, knowledge, and justification required brilliant critical and creative thought. So it is intriguing and perhaps instructive to consider how some of Sosa’s views relate (...) to the outlook of early Chinese thinkers, for whom the idea of knowledge as a competent performance required no argument, being implicitly taken as an obvious, shared starting point. Here I will focus on Xúnzǐ 荀子, whose epistemological concerns in some respects dovetail with and in others complement Sosa’s. I will draw on concepts from Sosa’s framework to elucidate features of Xúnzǐ’s epistemology and in turn suggest how Xúnzǐ’s theoretical orientation might cast light on Sosa’s project. In particular, I will suggest that Sosa’s conception of full aptness helps to elucidate the significance of Xúnzǐ’s discussion of epistemic pitfalls, while Xúnzǐ’s treatment of the epistemic agent’s awareness of and commitment to norms of judgment helps to enrich Sosa’s view of epistemic agency. (shrink)

Two common strategies have dominated attempts to account for the nature of taste. On the one side, we have an affectivist understanding of taste where aesthetic attribution has to do with the expression of a subjective response. On the other side, we find a non-affectivist approach according to which to judge something aesthetically is to epistemically track its main aesthetic properties. Our main argument will show that neither emotion nor perception can explain the nature of aesthetic taste single-handedly. In this (...) paper, our principal aim is to examine the relationship between perceptual discernment and emotional sensibility as we find it in the process of ascribing aesthetic qualities. Is it the nature of the specific aesthetic property in question which determines the way in which perception and emotion are balanced in aesthetic attribution, or is it, rather, something about how our sensory skills operate? One of the notions we would like to explore in greater detail in this context is the idea of attunement, or the way in which aesthetic agents can align themselves to the content of an artwork o in order to better grasp its content and significance. According to our proposed picture, the exercise of taste involves an adjustment of one’s emotional sensibility to the aesthetic character of o. From here, we will posit both emotional and perceptual training as part of an agent’s aesthetic education in her use of aesthetic terms. (shrink)

Human aesthetic practices show a sensitivity to the ways that the appearance of an artefact manifests skills and other qualities of the maker. We investigate a possible origin for this kind of sensibility, locating it in the need for co-ordination of skill-transmission in the Acheulean stone tool culture. We argue that our narrative supports the idea that Acheulian agents were aesthetic agents. In line with this we offer what may seem an absurd comparison: between the Acheulian and the Quattrocento. (...) In making it we display some hidden richness in what counts as an aesthetic response to an artefact. We conclude with a brief review of rival explanations—biological and/or cultural—of how this skills-based sensibility became a regular feature of human aesthetic practices. (shrink)

In this paper, I discuss the ways in which epistemic anxiety promotes well-being, specifically by examining the positive contributions that feelings of epistemic anxiety make toward intellectually virtuous inquiry. While the prospects for connecting the concept of epistemic anxiety to the two most prominent accounts of intellectual virtue, i.e., “virtue-reliabilism” and “virtue-responsibilism”, are promising, I primarily focus on whether the capacity for epistemic anxiety counts as an intellectual virtue in the reliabilist sense. As I argue, there is a close yet (...) unexplored connection between feelings of epistemic anxiety and the form of inference commonly known as “Inference to the Best Explanation” (IBE). Specifically, I argue that both the recognition that some fact requires an explanation—a necessary first step in applying IBE—and the subsequent motivation to employ IBE are typically facilitated by feelings of epistemic anxiety. So, provided IBE is truth-conducive the capacity for epistemic anxiety should count as an intellectual virtue in the reliabilist sense. After outlining my main argument, I address the challenge that the capacity for epistemic anxiety has the potential to be misleading. To respond to this challenge, I discuss how our recognition that a fact requires an explanation must in part be a species of practical knowledge, rather than theoretical knowledge. For the agent to skillfully distinguish between facts that require an explanation and facts that do not, she must develop the virtuous disposition to feel the appropriate amount of epistemic anxiety. Despite the many negative aspects associated with anxiety, as I conclude, being disposed to feel the appropriate amount of epistemic anxiety is ultimately good for us. (shrink)

We are all capable of arriving at views that are driven by corrupting non-epistemic interests. But we are nonetheless very skilled at performing a commitment to epistemic goods in such cases. I call this the ‘Problem of Mere Epistemic Performance’, and it generates a need to determine when these commitments are illusory and when they are in fact genuine. I argue that changing one’s mind, when done in response to the evidence and at a likely cost to oneself, are the (...) best indications that an agent is committed to epistemic goods, that they are genuinely in the game of giving and asking for reasons. This is because changing one’s mind in this way goes as far as we can in eliminating the possibility that the agent has an ulterior motivation for their epistemic practices. Moreover, this account shows that the consensus view of the ideal epistemic agent is mistaken. The ideal agent must have false beliefs or deficient epistemic practices because only then do they have the opportunity to change their mind and establish a commitment to epistemic goods – a commitment that even an agent with only true beliefs and maximal justification or understanding may lack. (shrink)

Extended cognition brings with it a particular phenomenology. It has been argued that when an artifact is integrated into an agent’s cognitive system, it becomes transparent in use to the cognizing subject. In this paper, I challenge some of the assumptions underlying how the transparency of artifacts is described in extended cognition theory. To this end, I offer two arguments. First, I make room for some forms of conscious thought and attention within extended cognitive routines, and I question the close (...) association drawn between attention and effort. Second, I vindicate the importance of paying careful attention to individual differences and the diverse ways in which bodies and technologies can be experienced. I end by offering some hints toward an alternative, and more accurate, account of the phenomenology of extended cognition. (shrink)

According to a widely accepted constraint on the content of intentions, here called the exclusivity constraint, one cannot intend to perform another agent’s action, even if one might be able to intend that she performs it. For example, while one can intend that one’s guest leaves before midnight, one cannot intend to perform her act of leaving. However, Deborah Tollefsen’s (2005) account of joint activity requires participants to have intentions-in-action (in John Searle’s (1983) sense) that violate this constraint. I argue (...) that the exclusivity constraint should not be accepted as an unconditional constraint on the contents of intentions-in-action: one may intend to perform a basic action that belongs both to oneself and to another agent. Based on the phenomenology of tool use, I first argue that intentions-in-action of one’s basic actions may be technologically extended, meaning that their contents are not restricted to concern the agent’s bodily movements. In analogy with this, I then argue that the phenomenology of some skillful joint activities supports the idea that one’s basic intentions-in-action may be socially extended, in violation of the widely accepted exclusivity constraint. Tollefsen’s account is specifically constructed to account for the joint activities of infants and toddlers who lack the capacity to think of others as planning agents and grasp their plan-like intentions (a capacity required by Michael Bratman’s (1992, 1993, 2009a, b) influential account of joint activity). At the end of the paper, I raise some doubts regarding the extent to which infants and toddlers have socially extended intentions-in-action. (shrink)

In conversation we trust others to communicate successfully, to understand us, etc. because they have the adequate skills to be competent in the linguistic domain. In other words, to be trustworthy regarding an activity is nothing but to have the appropriate skills required for the activity. In the linguistic case, this means that being trustworthy regarding conversation is nothing but to have the capacity of partaking as a responsible participant in linguistic conversation, which requires having the appropriate linguistic (...) skills. Now, to trust someone in conversation one better know that the person one trusts is trustworthy in the relevant sense, that is, one need to know that she has the relevant linguistic skills. Thus, in order to maintain mutual trust, participants in conversation must track not so much the linguistic successes of other participants, but their linguistic skills, i.e. they must be able to trace their successes to the agent and not to external circumstances. But lucky successes do not manifest skill and therefore show no evidence of the true capacities of performers and, therefore, are useless for building trust. This is as much true in the linguistic realm as outside of it. We care about successes because they provide us with defeasible evidence of skills, but this evidence is defeated if such successes cannot be attributed to the agent, but are instead the product of lucky. Therefore, if we care about trust, that is, if we care about agents and their skills, we need to be wary of lucky successes. (shrink)

The primary aim of this paper is to critically evaluate the deductive model of ethical applications, which is based on normative ethical theories like deontology and consequentialism, and to show why a number of models have failed to furnish appropriate resolutions to practical moral problems. Here, for the deductive model, I want to call it a “Linear Mechanical Model” because the basic assumption of this model is that if a normative theory is sacrosanct, then the case is as it is. (...) The conclusion derived from the case will also be correct, true and acceptable. However, traditional ethicists used to apply their ethical theories, but they did not know which moral theory was effective on the ground level of reality. The study will show readers how ethical theories are in conflict with each other in the case of euthanasia. In more precise words, “which ethical theories are said to be applied, meta-ethical or normative, or both for the resolution of ethical problems? If normative theories are said to be applied, how the application can take place when it is contrary to our experience, that (then) in a situation of moral crises, no one really applies a theory?” For that, my argument is the linear model has failed because it is rigid, often ignores the agents’ intrinsic values, and has no space to amend it, no matter how bizarre the consequence is. Its alternative is the Inductive model. For that, the paper will take three moral principles (autonomy, beneficence including maleficence, and justice) of Beauchamp & Childress. This suggests us for resolving value-laden moral problems, we should consider some steps such as a) recognising moral issues to start with; b) developing the moral imagination; c) sharpening analytical/critical skills; d) testing out disagreements; e) effecting decisions and behavior; and f) implementation, closure, and process are of vital importance, in other words, it starts with the free and informed consensus of all interested parties, but this model also has been failed because the model could not give a systematic organization to their way of resolution. Here, my argument is that the inductive model provides resolution of the practical problem but ignores what is ethically obligatory, permissible, or wrong in that situation, and there are no appropriate suggestions in the case of a moral crisis. (shrink)

Trust can be thought of as a three place relation: A trusts B to do X. Trustworthiness has two components: competence (does the trustee have the relevant skills, knowledge and abilities to do X?) and willingness (is the trustee intending or aiming to do X?). This chapter is about the willingness component, and the different motivations that a trustee may have for fulfilling trust. The standard assumption in economics is that agents are self-regarding, maximizing their own consumption of goods (...) and services. This is too restrictive. In particular, people may be concerned with the outcomes of others, and they may be concerned to follow ethical principles. I distinguish weak trustworthiness, which places no restrictions on B’s motivation for doing X, from strong trustworthiness, where the behaviour must have a particular non-selfish motivation, in finance the fiduciary commitment to promote the interests of the truster. I discuss why strong trustworthiness may be more efficient and also normatively preferable to weak. In finance, there is asymmetric information between buyer and seller, which creates a need for trustworthy assessment of products. It also creates an ambiguity about whether the relationship is one of buyer and seller, governed by caveat emptor, or a fiduciary relationship of advisor and client. This means that there are two possible reasons why trust may be breached: because the trustee didn’t realise that the truster framed the relationship as a fiduciary one, or because the trustee did realise but actively sought to take advantage of the trust. Correspondingly, there are two possible types of agent: normal people who are not always self-regarding and who are trust responsive (if they believe that they are being trusted then they are likely to fulfill that trust), and knaves, after Hume’s character who is always motivated by his own private interest. We can increase the trustworthiness of normal people by getting them to re-frame the situation as one of trust, so they will be strongly trustworthy (i.e. change of institutional culture), and by providing non-monetary incentives (the correct choice of incentive will depend on exactly what their non-selfish motivation is). Knaves need sanctions, which can make them weakly trustworthy. However, this is a delicate balance because sanctions can crowd out normative frames. We can also increase the trustworthiness of financiers by making finance less attractive to knaves; changing the mix of types in finance could help support the necessary cultural change. (shrink)

The pragmatist account of action in Brandom’s Making it Explicit offers a compelling defense of social embeddedness of acting. Its virtue consists of redefining the agent’s reasons for action in terms of her public commitments and entitlements. However, this account remains too intellectualist insofar as it neglects the embodied sense allowing the agent to respond to various situational demands and social constraints. In my article, I provide a less disembodied account of action that draws on Dreyfus’s emphasis on bodily (...) class='Hi'>skills as constitutive aspects of intentional acting. Dreyfus’ notion of absorbed coping certainly highlights the role of body and affectivity in guiding the performance of action, but it ends up in underestimating the role of discursive and conceptual capacities in human agency. Against Dreyfus, I will demonstrate that involved and embodied coping not only answers to the demands of a given situation, but also involves responsiveness to reasons. My ambition is to defend a continuity between practical reasoning, i.e. our capacity to justify our performances through reasons, and our embodied coping skills, a continuity that has been overlooked by Brandom’s intellectualist and denied by Dreyfus’ anti-rationalist accounts. (shrink)

ABSTRACT: Decision-theoretic approach and a nonlinguistic theory of norms are applied in the paper in an attempt to explain the nature of scientific rationality. It is considered as a normative system accepted by scientific community. When we say that a certain action is rational, we express a speaker’s acceptance of some norms concerning a definite action. Scientists can choose according to epistemic utility or other rules and values, which themselves have a variable nature. Rationality can be identified with a decision (...) to accept a norm. This type of decision cannot be reduced only to its linguistic formulation; it is an act of evolvement of the normative regulation of human behavior. Norms are treated as decisions of a normative authority: a specific scientific community is the normative authority in science. These norms form a system and they are absolutely objective in the context of individual scientists. There exists an invariant core in all the norms of rationality, accounting for their not being liable to change, as compared with the flexibility of legal norms. The acceptance of and abidance by these norms is of social importance – it affects the aims of the community. A norm only defines the common framework and principles of scientific problem-solving; its application is a matter of professional skills and creative approach to a particular problem. It is of no importance at all, if an agent’s cognitive abilities do not live up to the requirements of a norm. Such discrepancy can be compensated for by the fact that a scientist carries out work in a conceptual and normative framework established by a respective scientific community. (shrink)