The paper defends the thesis that our epistemic duty is the duty to proportion our beliefs to the evidence we possess. An inclusive view of evidence possessed is put forward on the grounds that it makes sense of our intuitions about when it is right to say that a person ought to believe some proposition P. A second thesis is that we have no epistemic duty to adopt any particular doxastic attitudes. The apparent tension between the two theses (...) is resolved by applying the concept of duty to belief indirectly. (shrink)

Several argue that truth cannot be science’s sole epistemic goal, for it would fail to do justice to several scientific practices that advance understanding. I challenge these arguments, but only after making a small concession: science’s sole epistemic goal is not truth as such; rather, its goal is finding true answers to relevant questions. Using examples from the natural and social sciences, I then show that scientific understanding’s epistemically valuable features are either true answers to relevant (...) questions or a means thereof. (shrink)

Is understanding epistemic in nature? Does a correct account of what constitutes understanding of a concept mention epistemological notions such as knowledge, justification or epistemic rationality? We defend the view that understanding is epistemic in nature – we defend epistemological conceptions of understanding. We focus our discussion with a critical evaluation of Tim Williamson's challenges to epistemological conceptions of understanding in The Philosophy of Philosophy. Against Williamson, we distinguish three kinds of epistemological (...) conceptions and argue that Williamson's arguments succeed against only the most heavily committed kind, and leave the less heavily committed kinds untouched. Further, we argue that Williamson's elaboration of lessons from his arguments point in a direction opposite of his own conclusions and give vivid articulation and support to epistemological conceptions. We suggest also that skepticism about Williamson's larger metaphilosophical conclusions – according to which understanding plays no special role in the epistemology of philosophy – may be in order. (shrink)

Could groups ever be an understanding subject (an epistemic agent ascribed with understanding) or should we keep our focus exclusively on the individuals that make up the group? The way this paper will shape an answer to this question is by starting from a case we are most willing to accept as group understanding, then mark out the crucial differences with an unconvincing case, and, ultimately, explain why these differences matter. In order to concoct the cases, (...) however, we need to elucidate what it means to be attributed with understanding and what makes up an epistemic agent. I shall argue that it is abilities, above all, that guide our attributions of understanding. While it is true that understanding must go beyond single acts, this is not going beyond as in going behind them (to private occurrences which are impossible to discern and don’t themselves contribute anything of value), but beyond as in considering what people could and would do: their discernable and valuable abilities. To conceptualize whom the abilities belong to, I will specify what it means to be an epistemic agent. I shall argue that it is being a successful target of the epistemic stance. The epistemic stance (heavily inspired by Dennett’s intentional stance) forms an instrumental abstraction by attributing epistemic properties (i.e., beliefs, epistemic aims, problem-solving tactics) to an entity to explain or predict its behavior. Macro-systematicity (a higher-level pattern which a theory can exploit) is what makes the epistemic stance’s abstraction an explanatory powerful one (regardless of how that macro-systematicity is realized) and emergence (the lack of a straightforward mapping-relation between the micro and the macro) is what makes its power unique to a particular level of explanation. To end, I suggest two kinds of mapping-relations and walk through the shift from reducibility to emergence. (shrink)

Some philosophers (e.g., Pritchard, Grimm, and Hills) recently have objected that veritism cannot explain the epistemic value of understanding-why. And they have proposed two anti-veritist accounts. In this paper, I first introduce their objection and argue that it fails. Next, I consider a strengthened version of their objection and argue that it also fails. After that, I suggest a new veritist account: Understanding-why entails believing the truth that what is grasped is accurate (or accurate enough), and it (...) is this true belief, along with many other true beliefs understanding-why entails, that makes understanding-why finally epistemically valuable. Then, I explain why the two anti-veritist accounts are both false. Finally, I briefly discuss the idea that understanding involves a kind of know-how and show how veritism can explain the epistemic value of know-how in general. (shrink)

According to a recent proposal, the epistemic aim of metaphysics as a discipline is to chart the different viable theories of metaphysical objects of inquiry (e.g. causation, persistence). This paper elaborates on and seeks to improve on that proposal in two related ways. First, drawing on an analogy with how-possibly explanation in science, I argue that we can usefully understand this aim of metaphysics as the charting of epistemically possible answers to metaphysical questions. Second, I argue that in order (...) to account for the epistemic goodness of this aim, one should appeal to the epistemic value it has in virtue of providing resources for non-factive understanding of the objects of metaphysical inquiry.**This paper is forthcoming in a special issue of Argumenta on the Epistemology of Metaphysics**. (shrink)

Science frequently gives us multiple, compatible ways of solving the same problem or formulating the same theory. These compatible formulations change our understanding of the world, despite providing the same explanations. According to what I call "conceptualism," reformulations change our understanding by clarifying the epistemic structure of theories. I illustrate conceptualism by analyzing a typical example of symmetry-based reformulation in chemical physics. This case study poses a problem for "explanationism," the rival thesis that differences in understanding (...) require ontic explanatory differences. To defend conceptualism, I consider how prominent accounts of explanation might accommodate this case study. I argue that either they do not succeed, or they generate a skeptical challenge. (shrink)

We discuss the social-epistemic aspects of Catherine Elgin’s theory of reflective equilibrium and understanding and argue that it yields an argument for the view that a crucial social-epistemic function of epistemic authorities is to foster understanding in their communities. We explore the competences that enable epistemic authorities to fulfil this role and argue that among them is an epistemic virtue we call “epistemic empathy”.

Among epistemologists and philosophers of science, one often hears that someone with understanding is able to “see” or “grasp” how the elements of a subject “cohere” or “fit together”—but just what is involved in the seeing or the grasping is usually left to the imagination. I argue that the most productive way to make progress on this issue is by first identifying the kind of explanation-seeking why-questions that drive the search for understanding in the first place. In particular, (...) I suggest that if we can get a good grip on why a situation stands in need of explanation for us in the first place, then we will in turn be in a good position to determine how we might satisfy that need. In this respect, I argue that a situation stands in need of explanation for us, and therefore inspires our why-questions, in virtue of our sense that there are various ways that we think the situation might have been. If a situation stands in need of explanation for this reason, moreover, then in order to satisfy the need for explanation our objective will be to identify what the difference between these alternatives depends on. To say only this much still leaves a great deal underdetermined, however, for we might “identify” what the difference depends on in a number of different ways: for example, by having a true belief about what the difference depends on, by knowing this on the basis of testimony, and so on. What is distinctive about the state of understanding, I suggest, is the particular way in which we identify what the difference depends on: namely, by grasping what the difference depends on. I explore at length what exactly this grasping amounts to. (shrink)

Agents require a constant flow, and a high level of processing, of relevant semantic information, in order to interact successfully among themselves and with the environment in which they are embedded. Standard theories of information, however, are silent on the nature of epistemic relevance. In this paper, a subjectivist interpretation of epistemic relevance is developed and defended. It is based on a counterfactual and metatheoretical analysis of the degree of relevance of some semantic information i to an informee/agent (...) a, as a function of the accuracy of i understood as an answer to a query q, given the probability that q might be asked by a. This interpretation of epistemic relevance vindicates a strongly semantic theory of information, according to which semantic information encapsulates truth. It accounts satisfactorily for several important applications and interpretations of the concept of relevant information in a variety of philosophical areas. And it interfaces successfully with current philosophical interpretations of causal and logical relevance. (shrink)

Can sensibility, as our capacity to be sensibly presented with objects, be understood independently of the understanding, as the capacity to form judgments about those objects? It is a truism that for judgments to be empirical knowledge they must agree with what sensibility presents. Moreover, it is a familiar thought that objectivity involves absolute independence from intellectual acts. The author argues that together these thoughts motivate a common reading of Kant on which operations of sensibility are conceived as intelligible (...) independently of acts of the understanding, so that their supposed objectivity can validate judgments as empirical knowledge. He contends that there are two reasons why this epistemic compositionalism is implausible both as a reading of Kant and in itself. First, read compositionally, Kant’s Transcendental Deduction is unable to fulfill its stated aim of showing that the categories are objectively valid, that is, exemplified by the objects that sensibility presents. Second, Kant sees that sensibility by itself cannot be understood to even purport to present objects, thus undermining the very intelligibility of compositionalism. The author argues that, given these challenges, Kant’s Deduction develops an alternative account, on which operations of sensibility and acts of the understanding can be understood only together. He contends that this epistemic hylomorphism transforms the familiar thought underlying compositionalism: objectivity simultaneously involves formal agreement with intellectual acts in general and material independence from any specific such act. He thus shows how Kant reconceives our conception of objectivity by overcoming compositionalism in favor of hylomorphism. (shrink)

Recently, it has been debated as to whether understanding is a species of explanatory knowledge. Those who deny this claim frequently argue that understanding, unlike knowledge, can be lucky. In this paper I argue that current arguments do not support this alleged compatibility between understanding and epistemic luck. First, I argue that understanding requires reliable explanatory evaluation, yet the putative examples of lucky understanding underspecify the extent to which subjects possess this ability. In the (...) course of defending this claim, I also provide a new account of the kind of ‘grasping’ taken to be central to understanding. Second, I show that putative examples of lucky understanding unwittingly deploy a kind of luck that is compatible with knowledge. Finally, appealing to a number of works on explanation and its attendant epistemology, I argue that alleged instances of lucky understanding that overcome these two obstacles will invariably violate certain norms of explanatory inquiry – our paradigmatic understanding-oriented practice. By contrast, knowledge of the same information is immune to these criticisms. Consequently, if understanding is environmentally lucky, it is always inferior to the understanding that a corresponding case of knowledge would provide. (shrink)

In assessing the veridicality of utterances, we normally seem to assess the satisfaction of conditions that the speaker had been concerned to get right in making the utterance. However, the debate about assessor-relativism about epistemic modals, predicates of taste, gradable adjectives and conditionals has been largely driven by cases in which seemingly felicitous assessments of utterances are insensitive to aspects of the context of utterance that were highly relevant to the speaker’s choice of words. In this paper, we offer (...) an explanation of why certain locutions invite insensitive assessments, focusing primarily on ’tasty’ and ’might’. We spell out some reasons why felicitous insensitive assessments are puzzling and argue briefly that recent attempts to accommodate such assessments (including attempts by John MacFarlane, Kai von Fintel and Anthony Gillies) all fail to provide more than hints at a solution to the puzzle. In the main part of the paper, we develop an account of felicitous insensitive assessments by identifying a number of pragmatic factors that influence the felicity of assessments. Before closing, we argue that the role of these factors extend beyond cases considered in the debate about assessor-relativism and fit comfortably with standard contextualist analyses of the relevant locutions. (shrink)

‘Epistemic exploitation occurs when privileged persons compel marginalised knowers to educate them [and others] about the nature of their oppression’ (Berenstain, 2016, p. 569). This paper scrutinizes some of the purported wrongs underpinning this practice, so that educators might be better equipped to understand and avoid or mitigate harms which may result from such interventions. First, building on the work of Berenstain and Davis (2016), we argue that when privileged persons (in this context, educators) repeatedly compel marginalised or oppressed (...) knowers, to not only to educate them, but indeed others, about the nature of their oppression, they risk subjecting them to further epistemic-moral harms. This is due to the likelihood that at least some of their audience will assign them less/more credibility than they deserve based on pre-existing identity-based prejudices. Second, though some of these requests to ‘educate’ or ‘learn more’ masquerade as seemingly virtuous or innocuous epistemic inquiries, privileged persons underestimate or remain ignorant of secondary harms which stem from internalized epistemic obligations, oppressive double-binds (Hirji, 2021), and attendant emotional burdens oppressed knowers carry in relation to the ever-present possibility of ameliorating oppressor mindsets. After surveying each context-specific harm briefly, we then turn to an applied reading of how these exploitative practices sometimes culminate in something we refer to as ‘ontic burnout’, a form of interminable explanatory fatigue brought on by repeated requests to educate the privileged about what it means to be oppressed. (shrink)

Many actions have instrumental aims, in which we move our bodies to achieve a physical outcome in the environment. However, we also perform actions with epistemic aims, in which we move our bodies to acquire information and learn about the world. A large literature on action recognition investigates how observers represent and understand the former class of actions; but what about the latter class? Can one person tell, just by observing another person’s movements, what they are trying to learn? (...) Here, 5 experiments explore epistemic action understanding. We filmed volunteers playing a ‘physics game’ consisting of two rounds: Players shook an opaque box and attempted to determine (i) the number of objects hidden inside, or (ii) the shape of the objects inside. Then, independent subjects watched these videos and were asked to determine which videos came from which round: Who was shaking for number and who was shaking for shape? Across several variations, observers successfully determined what an actor was trying to learn, based only on their actions (i.e., how they shook the box)—even when the box’s contents were identical across rounds. These results demonstrate that humans can infer epistemic intent from physical behaviors, adding a new dimension to research on action understanding. (shrink)

Is there an epistemic analogue of moral motivational internalism? The answer to this question has implications for our understanding of the nature of epistemic normativity. For example, some philosophers have argued from claims that epistemic judgement is not necessarily motivating to the view that epistemic judgement is not normative. This paper examines the options for spelling out an epistemic analogue of moral motivational internalism. It is argued that the most promising approach connects epistemic (...) judgements to doxastic dispositions, which are related to motivation in a fairly tenuous sense. It is also argued that this approach currently lacks a plausible and informative account of the nature and workings of these doxastic dispositions, and, hence, an explanation of the range of phenomena internalist theses typically set out to explain. The most promising route for developing such an account, based on recent expressivist work, is investigated and found inadequate for the task. (shrink)

Epistemic instrumentalists seek to understand the normativity of epistemic norms on the model practical instrumental norms governing the relation between aims and means. Non-instrumentalists often object that this commits instrumentalists to implausible epistemic assessments. I argue that this objection presupposes an implausibly strong interpretation of epistemic norms. Once we realize that epistemic norms should be understood in terms of permissibility rather than obligation, and that evidence only occasionally provide normative reasons for belief, an instrumentalist account (...) becomes available that delivers the correct epistemic verdicts. On this account, epistemic permissibility can be understood on the model of the wide-scope instrumental norm for instrumental rationality, while normative evidential reasons for belief can be understood in terms of instrumental transmission. (shrink)

In this paper, we argue that there are epistemic norms on evidence-gathering and consider consequences for how to understand epistemic normativity. Though the view that there are such norms seems intuitive, it has found surprisingly little defense. Rather, many philosophers have argued that norms on evidence-gathering can only be practical or moral. On a prominent evidentialist version of this position, epistemic norms only apply to responding to the evidence one already has. Here we challenge the orthodoxy. First, (...) we argue that there is no significant normative difference between responding to evidence you have and gathering more evidence. Second, we argue that our practices of epistemically criticizing agents for their poor evidence-gathering indicate the existence of epistemic norms on evidence-gathering. Finally, we show that our thesis has important implications for recent debates about the relationship between epistemic norms and inquiry. (shrink)

I offer a working analysis of the concept of 'epistemic corruption', then explain how it can help us to understand the relations between epistemic vices and social oppression, and use this to motivate a style of vice epistemology, inspired by the work of Robin Dillon, that I call critical character epistemology.

The objective of this research essay is to understand the episteme of phenomenology using the recent construction of Mark D. Vagle which understands phenomenological knowledge as a conceptual tripod between encounters, way of living and crafting. There is here a preliminary view on the subject where it seeks to understand the phenomenology beyond its big names such as Husserl, Heidegger, Merleau-Ponty, Sartre, among others. It is a phenomenology of vision for the twenty-first century, focusing on the epistemological and methodological construction (...) of phenomenological research. -/- . (shrink)

This article explores the cognitive and epistemic dimensions of a harm-centered theory of evil, as set out in Card’s The Atrocity Paradigm: A Theory of Evil. Examining testimony of both survivors and perpetrators of the 1994 Rwandan genocide helps to support, clarify, and extend Card’s view. Of particular concern are questions of recognizing evil as such, whether the demand to avoid evil sets too high a standard of control over oneself and one’s circumstances, and how to understand agency within (...) evil contexts. This article introduces the concept of ‘recognition harm’, which is an epistemic harm presupposed by and often constitutive of the kinds of intolerable harms that constitute evil, arguing that it is consistent with Card’s account. Finally, the article addresses to the application of the atrocity paradigm to chronic, enduring, systemic harms like sexism. (shrink)

By “epistemic pragmatism” in general I will understand the claim that whether propositions instantiate certain key epistemic properties (such as being known or being justifiably believed) depends not just on factors traditionally recognized as epistemic, but also on pragmatic factors, such as how costly it would be to the subject if the proposition were false. In what follows I consider two varieties of epistemic pragmatism. According to what I shall call moderate epistemic pragmatism, how much (...) evidence we need in favor of a proposition in order to know that the proposition is true depends on our preferences. According to what I shall call extreme epistemic pragmatism, on the other hand, our preferences influence our epistemic position at a more basic level, because they help determine how much justification we actually have in favor of the proposition in question. Simplifying brutally, moderate epistemic pragmatism has it that the more worried we are about a proposition’s being false, the more justification we need in order to know it, whereas extreme epistemic pragmatism has it that the more worried we are about a proposition’s being false, the less justification we have for it. Recently, Fantl and McGrath have presented an interesting argument for moderate epistemic pragmatism, an argument which relies on the principle that (roughly) knowledge is sufficient for action (KA). In this paper I argue that KA, together with a plausible principle about second-order evidence, entails extreme epistemic pragmatism. (shrink)

We claim that scientists working with deep learning (DL) models exhibit a form of pragmatic understanding that is not reducible to or dependent on explanation. This pragmatic understanding comprises a set of learned methodological principles that underlie DL model design-choices and secure their reliability. We illustrate this action-oriented pragmatic understanding with a case study of AlphaFold2, highlighting the interplay between background knowledge of a problem and methodological choices involving techniques for constraining how a model learns from data. (...) Building successful models requires pragmatic understanding to apply modelling strategies that encourage the model to learn data patterns that will facilitate reliable generalisation. (shrink)

Simple idealized models seem to provide more understanding than opaque, complex, and hyper-realistic models. However, an increasing number of scientists are going in the opposite direction by utilizing opaque machine learning models to make predictions and draw inferences, suggesting that scientists are opting for models that have less potential for understanding. Are scientists trading understanding for some other epistemic or pragmatic good when they choose a machine learning model? Or are the assumptions behind why minimal models (...) provide understanding misguided? In this paper, using the case of deep neural networks, I argue that it is not the complexity or black box nature of a model that limits how much understanding the model provides. Instead, it is a lack of scientific and empirical evidence supporting the link that connects a model to the target phenomenon that primarily prohibits understanding. (shrink)

How should we understand validity? A standard way to characterize validity is in terms of the preservation of truth (or truth in a model). But there are several problems facing such characterizations. An alternative approach is to characterize validity epistemically, for instance in terms of the preservation of an epistemic status. In this paper, I raise a problem for such views. First, I argue that if the relevant epistemic status is factive, such as being in a position to (...) know or having conclusive evidence for, then the account runs into trouble if we endorse certain familiar logical principles. Second, I argue that if the relevant epistemic status is non-factive, such as is rationally committed to or has justification for believing, then a similar problem arises if we endorse the logical principles as well as a sufficiently strong epistemic “level-bridging” principle. Finally, I argue that an analogous problem arises for the most natural characterization of validity in terms of rational credence. (shrink)

While possessing moral understanding is agreed to be a core epistemic and moral value, it remains a matter of dispute whether it can be acquired via testimony and whether it involves an ability to engage in moral reasoning. This paper addresses both issues with the aim of contributing to the current debates on moral understanding in moral epistemology and virtue ethics. It is argued that moral epistemologists should stop appealing to the argument from the transmissibility of moral (...) understanding to make a case for their favorite view of moral understanding. It is also argued that proponents of exemplarist moral theories cannot remain neutral on whether the ability to engage in moral reasoning is a necessary component of moral understanding. (shrink)

Epistemic agents interact with evidence in different ways. This can cause trouble for mutual understanding and for our ability to rationally engage with others. Indeed, it can compromise democratic practices of deliberation. This paper explains these differences by appeal to a new notion: epistemic styles. Epistemic styles are ways of interacting with evidence that express unified sets of epistemic values, preferences, goals, and interests. The paper introduces the notion of epistemic styles and develops a (...) systematic account of their nature. It then discusses the implications of epistemic styles for central questions in epistemology, in particular, for issues surrounding rational engagement and for the debate between virtue epistemologists and epistemic situationists. (shrink)

The only subtype of epistemic agent currently recognized within scientonomy is community. The place of both individuals and epistemic tools in the scientonomic ontology is yet to be clarified. This paper extends the scientonomic ontology to include epistemic agents and epistemic tools as well as their relationship to one another. Epistemic agent is defined as an agent capable of taking epistemic stances towards epistemic elements. These stances must be taken intentionally, that is, based (...) on a semantic understanding of the epistemic element in question and its available alternatives, with reason, and for the purpose of acquiring knowledge. I argue that there can be both communal and individual epistemic agents. Epistemic agents are linked by relationships of authority delegation based on their differing areas of expertise. Having established the role of epistemic agents in the process of scientific change, I then turn to the role of epistemic tools, such as a thermometer, a text, or a particle accelerator in epistemic activities. I argue that epistemic tools play a different role in scientific change than do epistemic agents. This role is specified by an agent’s employed method. A physical object or system is an epistemic tool for some epistemic agent if there is a procedure by which the tool can provide an acceptable source of knowledge for answering some question under the employed method of the agent. An agent is said to rely on such a tool. (shrink)

In the Phaedrus, Socreates sympathetically describes the ability “to cut up each kind according to its species along its natural joints, and to try not to splinter any part, as a bad butcher might do.” (265e) In contemporary philosophy, Ted Sider (2009, 2011) defends the same idea. As I shall put it, Plato and Sider’s idea is that limning structure is an epistemic goal. My aim in this paper is to articulate and defend this idea. First, I’ll articulate the (...) notion of a structural proposition (§1), and the notion of an epistemic goal (§2), where I’ll assume that epistemic goals are species of accuracy. Then (§3), I’ll argue against some proposals for understanding the idea that limning structure is an epistemic goal: limning structure is neither an aim of belief (§3.1), nor of inquiry (§3.2), nor of concept possession (§3.3). Importantly, non-structural belief is not thereby inaccurate; belief does not “aim” at being structural. Next (§4), I’ll propose a framework for understanding the idea that limning structure is an epistemic goal, and defend that idea. What is required, to defend the view that limning structure is an epistemic goal, is the notion of (what I call) theorizing – a propositional attitude that, unlike belief, does “aim” at being structural (§4.1). I’ll argue that structural truths constitute a species of “important” truths (§4.2), and that apt theorizing is a species of understanding (§4.3). Finally (§5), I’ll discuss the possibility that there is no structure. (shrink)

The groundwork has long been laid, by feminist and critical race theorists, for recognizing that a robust social epistemology must be centrally concerned with questions of epistemic injustice; it must provide an account of how inequitable social relations inflect what counts as knowledge and who is recognized as a credible knower. The cluster of papers we present here came together serendipitously and represent a striking convergence of interest in exactly these issues. In their different ways, each contributor is concerned (...) both to understand how dominant epistemic norms perpetuate ignorance and injustice and to articulate effective strategies for redressing these inequities. (shrink)

Very plausibly, there is something important missing in our lives if we are thoroughly ignorant or misled about reality – even if, as in a kind of Truman Show scenario, intervention or fantastic luck prevents unhappiness and practical failure. But why? I argue that perfectionism about well-being offers the most promising explanation. My version says, roughly, that we flourish when we exercise our self-defining capacities successfully according to their constitutive standards. One of these self-defining capacities, or capacities whose exercise reveals (...) who we are, is Reason, our capacity for normative self-governance. I argue that in its practical use, Reason formally aims at competently realizing self-chosen valuable ends that are in harmony with each other, or valuable achievements. In its theoretical use, it formally aims at competently grasping fundamental enough subject matters, or a kind of understanding. Because success by reason’s own standards requires many things to go right, there are many different ways in which we can fall short. Some of them amount to partial success. But some, like incompetent inquiry that fails to yield understanding of its target, or taking inefficient means to a worthless end, are robust failures that amount to epistemic or agential unflourishing, and thus to a form of ill-being. (shrink)

​I use network models to simulate social learning situations in which the dominant group ignores or devalues testimony from the marginalized group. I find that the marginalized group ends up with several epistemic advantages due to testimonial ignoration and devaluation. The results provide one possible explanation for a key claim of standpoint epistemology, the inversion thesis, by casting it as a consequence of another key claim of the theory, the unidirectional failure of testimonial reciprocity. Moreover, the results complicate the (...) understanding and application of previously discovered network epistemology effects, notably the Zollman effect (Zollman 2007, 2010). (shrink)

Epistemologists spend a great deal of time thinking about how we should respond to our evidence. They spend far less time thinking about the ways that evidence can be acquired in the first place. This is an oversight. Some ways of acquiring evidence are better than others. Many normative epistemologies struggle to accommodate this fact. In this article I develop one that can and does. I identify a phenomenon – epistemic feedback loops – in which evidence acquisition has gone (...) awry, with the result that even beliefs based on the evidence are irrational. Examples include evidence acquired under the influence of confirmation bias and evidence acquired under the influence of cognitively penetrated experiences caused by implicit bias. I then develop a theoretical framework which enables us to understand why beliefs that are the outputs of epistemic feedback loops are irrational. Finally, I argue that many popular approaches to epistemic normativity may need to be abandoned on the grounds that they cannot comfortably explain feedback loops. The scope of this last claim is broad: it includes almost all contemporary theories of justified/rational belief and of the epistemology of cognitive penetration. (shrink)

Recently, more attention has been paid to the nature and value of the intellectual virtue of epistemic autonomy. One underexplored issue concerns how epistemic autonomy is related to other intellectual virtues. Plausibly, epistemic autonomy is closely related to a number of intellectual virtues like curiosity, inquisitiveness, intellectual perseverance, and intellectual courage to name just a few. Here, however, I will examine the relation between epistemic autonomy and intellectual humility. I will argue that epistemic autonomy and (...) intellectual humility bear an interesting relationship to one another in that they are interconnected and mutually supporting intellectual virtues. In sections 2 and 3 I will provide a brief overview of the predominant accounts of intellectual humility (section 2) and epistemic autonomy (section 3) in the literature. With an understanding of these intellectual virtues in hand, we will examine their relationship of mutual support in section 4. Section 5 will explore a challenge to this relationship coming from the epistemology of disagreement, and section 6 concludes. (shrink)

What form must a theory of epistemic injustice take in order to successfully illuminate the epistemic dimensions of struggles that are primarily political? How can such struggles be understood as involving collective struggles for epistemic recognition and self-determination that seek to improve practices of knowledge production and make lives more liveable? In this paper, I argue that currently dominant, Fricker-inspired approaches to theorizing epistemic wrongs and remedies make it difficult, if not impossible, to understand the (...) class='Hi'>epistemic dimensions of historic and ongoing political struggles. Recent work in the theory of recognition— particularly the work of critical, feminist, and decolonial theorists—can help to identify and correct the shortcomings of these approaches. I offer a critical appraisal of recent conversation concerning epistemic injustice, focusing on three characteristics of Frickerian frameworks that obscure the epistemic dimensions of political struggles. I propose that a theory of epistemic injustice can better illuminate the epistemic dimensions of such struggles by acknowledging and centering the agency of victims in abusive epistemic relations, by conceptualizing the harms and wrongs of epistemic injustice relationally, and by explaining epistemic injustice as rooted in the oppressive and dysfunctional epistemic norms undergirding actual communities and institutions. (shrink)

Fear generalisation is a psychological phenomenon that occurs when fear that is elicited in response to a frightening stimulus spreads to similar or related stimuli. The practical harms of pathological fear generalisation related to trauma are well-documented, but little or no attention has been given so far to its epistemic harms. This paper fills this gap in the literature. It shows how the psychological phenomenon, when it becomes pathological, substantially curbs the epistemic agency of those who experience the (...) fear that generalizes, limiting their ability to respond to evidence, and substantially limiting their epistemic horizons. It is argued that when these epistemic harms are caused by wrongful actions and decisions of individuals or institutions, because the fear is elicited in response to a traumatic experience inflicted by them, the harms should be considered epistemic wrongs. The epistemic wrongs are closely akin to agential epistemic injustice, a variety of distributive epistemic injustice, and sometimes also involve epistemic exclusion. The paper thereby identifies a previously underexplored psychological mechanism that can be a vehicle through which both individuals and institutions can epistemically wrong others. The argument has implications for how both epistemic wrongs and epistemic injustice should be conceived, suggesting that both can occur without being caused by primarily epistemic flaws or errors, or a bad epistemic character. Finally, it highlights the advantage of taking a victim-centred approach to understanding epistemic harm. (shrink)

How children seek knowledge and evaluate claims may depend on their understanding of the source of knowledge. What shifts in their understandings about why scientists might disagree and how claims about the state of the world are justified? Until about the age of 41/2, knowledge is seen as self-evident. Children believe that knowledge of reality comes directly through our senses and what others tell us. They appeal to these external sources in order to know. The attainment of Theory of (...) Mind (ToM) at this age is commonly seen as the significant shift in development in understanding disagreements in knowledge claims. Children attaining ToM understand that someone exposed to incorrect or incomplete information might have false beliefs. Disagreement, then, is still attributed to objective sources of knowledge. The current study examines the later developing Interpretive Theory of Mind (iToM) as the basis for children’s understanding of how people with access to the same information might disagree and what this means for how to provide justification for a knowledge claim. Fourteen 2nd graders with the most iToM responses to four tasks and 14 with the fewest iToM responses were selected from a larger sample of 91. In analyses of interviews about a story in which two experts make different claims about a scientific phenomenon, those in the high iToM group noted subjective perspective and processes as the source of disagreement and suggested the need for investigation as the means to knowing. In contrast, those in the low iToM group mostly could not explain the source of disagreement and held that knowledge is acquired from external sources. A comparison of the interviews regarding the science story 2 years later allows for a qualitative description of the development. Those in the low iToM group showed more general recognition of subjective and constructive processes in knowing whereas those in the high iToM group identified interpretive processes and the relativity of perspectives with implications for how observations were conducted and interpreted. Only those in the high iToM group referred to the importance of evidence as a basis for knowledge claims at either point in the study. (shrink)

In this paper, I expand our framework for epistemic injustice by shifting focus from epistemic evaluations of individuals in information exchange to epistemic evaluations of individuals engaging their know-how in performance. I call the injustice to individuals qua knowers-how performative injustice, and I argue that performative injustice has distinct features worth understanding apart from varieties of epistemic injustice devoted to information exchange. I develop an account of the performative authority that is unfairly evaluated in cases (...) of performative injustice and show how, in some cases, cognitive penetration can affect observers’ evaluations. Finally, I show how stereotype threat may short circuit what would otherwise be cases of performative injustice, which in turn reveals the significance of its systemic manifestations. (shrink)

Epistemic relativists often appeal to an epistemic incommensurability thesis. One notable example is the position advanced by Wittgenstein in On certainty (1969). However, Ian Hacking’s radical denial of the possibility of objective epistemic reasons for belief poses, we suggest, an even more forceful challenge to mainstream meta-epistemology. Our central objective will be to develop a novel strategy for defusing Hacking’s line of argument. Specifically, we show that the epistemic incommensurability thesis can be resisted even if we (...) grant the very insights that lead Hacking to claim that epistemic reasons are always relative to a style of reasoning. Surprisingly, the key to defusing the argument is to be found in recent mainstream work on the epistemic state of objectual understanding. (shrink)

It is natural to think that rationality imposes some relationship between what a person believes, and what she believes about what she’s rational to believe. Epistemic akrasia—for example, believing P while believing that P is not rational to believe in your situation—is often seen as intrinsically irrational. This paper argues otherwise. In certain cases, akrasia is intuitively rational. Understanding why akratic beliefs in those case are indeed rational provides a deeper explanation how typical akratic beliefs are irrational—an explanation (...) that does not flow from akrasia per se. This understanding also allows us to diagnose where general anti-akratic arguments go wrong. We can then see why even principles designed to allow only moderate akrasia fail, and also why recognizing the possibility of rational akratic beliefs does not call for finding some other epistemic defect in agents who believe akratically. Believing akratically, in itself, is nothing to apologize for. (shrink)

Many virtue epistemologists conceive of epistemic competence on the model of skill —such as archery, playing baseball, or chess. In this paper, I argue that this is a mistake: epistemic competences and skills are crucially and relevantly different kinds of capacities. This, I suggest, undermines the popular attempt to understand epistemic normativity as a mere special case of the sort of normativity familiar from skilful action. In fact, as I argue further, epistemic competences resemble virtues rather (...) than skills—a claim that is based on an important, but often overlooked, difference between virtue and skill. The upshot is that virtue epistemology should indeed be based on virtue, not on skill. (shrink)

In this paper I explore the relationship between social epistemology and relativism in the context of feminist epistemology. I do this by focusing on one particular branch of feminist epistemology - a branch known as standpoint theory - and investigating the connection between this view and epistemic relativism. I begin by defining both epistemic relativism and standpoint theory, and by briefly recounting the standard way that the connection between these two views is understood. The literature at the moment (...) focuses on an aspect of standpoint theory called the epistemic advantage thesis, and on an aspect of relativism which has been called equality. I then show that the connection between relativism and standpoint theory actually turns on a different aspect of standpoint theory, known as the standpoint thesis, and on an aspect of relativism which has been called non-neutrality. I argue that shifting our attention to these other aspects reveals that standpoint theory is clearly and unavoidably relativist, but that this isn’t a problem - standpoint theory can capture everything that it set out to, even on a relativist understanding of the view. (shrink)

Abstract In this paper I argue that to understand the ethics of belief we need to put it in a context of what we care about. Epistemic values always arise from something we care about and they arise only from something we care about. It is caring that gives rise to the demand to be epistemically conscientious. The reason morality puts epistemic demands on us is that we care about morality. But there may be a (small) class of (...) beliefs which it is not wrong to hold unconscientiously. I also argue that epistemic values enjoy a privileged place in the panorama of what we care about because they are entailed by anything we care about. That means that when there is a conflict between caring about knowledge or true belief and caring about something else, that conflict cannot be resolved simply by following the one we care about the most because caring about knowledge in any domain is entailed by caring about that domain. Finally, I argue that whereas caring demands different degrees of conscientiousness in different contexts, contextualism about knowledge is less plausible. (shrink)

The notion of epistemic responsibility applied to memory has been in general examined in the framework of the responsibilities that a collective holds for past injustices, but it has never been the object of an analysis of its own. In this article, I propose to isolate and explore it in detail. For this purpose, I start by conceptualizing the epistemic responsibility applied to individual memories. I conclude that an epistemic responsible individual rememberer is a vigilant agent who (...) knows when to engage in different kinds of mental and non-mental actions in order to monitor and update her memories, and who develops and nurture different kinds of virtuous attitudes that guide those actions. These (epistemic) virtuous attitudes are oriented not only towards herself but also towards others. Whereas this conception of epistemic responsibility does not pose a problem to understand shared memories of family members and friends, it may seem suspicious when applied to large-scale collective memories. These memories, which I name historical memories, are memories of events that have a traumatic impact for the community, are permeated by unequal relations of power, keep a complex relationship with historical science, and present other characteristics that distinguish them from individual memories. But despite these differences, the analysis undertaken in this work shows that the general principles that govern the epistemic responsibility of individual and (large-scale) collective rememberers are similar, and are based on similar grounds: pragmatic considerations about the consequences of misremembering or forgetting and a feeling of care. The similarities at the individual and collective scale of the epistemic vigilant attitude that is and should be taken toward our significant past may partially justify the use of the same epithet—“memory”—to refer to these different kinds of representations. (shrink)

To understand something involves some sort of commitment to a set of propositions comprising an account of the understood phenomenon. Some take this commitment to be a species of belief; others, such as Elgin and I, take it to be a kind of cognitive policy. This paper takes a step back from debates about the nature of understanding and asks when this commitment involved in understanding is epistemically appropriate, or ‘acceptable’ in Elgin’s terminology. In particular, appealing to lessons (...) from the lottery and preface paradoxes, it is argued that this type of commitment is sometimes acceptable even when it would be rational to assign arbitrarily low probabilities to the relevant propositions. This strongly suggests that the relevant type of commitment is sometimes acceptable in the absence of epistemic justification for belief, which in turn implies that understanding does not require justification in the traditional sense. The paper goes on to develop a new probabilistic model of acceptability, based on the idea that the maximally informative accounts of the understood phenomenon should be optimally probable. Interestingly, this probabilistic model ends up being similar in important ways to Elgin’s proposal to analyze the acceptability of such commitments in terms of ‘reflective equilibrium’. (shrink)

Understanding the relationship between experts and laypeople is crucial for understanding today’s world of post-truth and the contemporary crisis of liberal democracy. The emergence of post-truth has been linked to various phenomena such as a flawed social and mass media ecosystem, poor citizen education, and the manipulation tactics of powerful interest groups. The paper argues that the problem is, however, more profound. The underlying issue is laypeople’s inevitable epistemic dependence on experts. The latter is part and parcel (...) of the “risk society” in which people question the scientific consensus and thus are able to manipulate the facts. It is a powerful weapon in the hands of illiberal democrats, though liberal democrats can make no use of it. The latter downplay the problem of citizens’ epistemic deficits and of the epistemic asymmetries between them. The third and fourth generations of deliberative democrats are a perfect example. The paper argues that the concepts of interactional expertise and epistemic dependence explain why understanding between experts and laypeople is impossible. The said phenomena undermine liberalism’s unrealistic assumptions concerning citizens’ decision-making competence. (shrink)

Epistemic theories of truth, such as those presumed to be typical for anti-realism, can be characterised as saying that what is true can be known in principle: p → ◊Kp. However, with statements of the form “p & ¬Kp”, a contradiction arises if they are both true and known. Analysis of the nature of the paradox shows that such statements refute epistemic theories of truth only if the the anti-realist motivation for epistemic theories of truth is not (...) taken into account. The motivation in a link of understandability ans meaningful- ness suggests to change the above principle and to restrict the theory to logically simple sentences, in which case the paradox does not arise. This suggestion also allows to see the deep philosophical problems for anti-realism those counterexamples are pointing at. (shrink)

It is generally acknowledged that testifiers can play a central role in the production of knowledge and other valuable epistemic states in others. But does such a role warrant any form of epistemic credit and is an agent more successful qua epistemic agent insofar as she is a successful testifier? I here propose an affirmative answer to both questions. The core of the current paper consists in a sustained defence of this proposal against a series of objections. (...) I further argue that the proposal allows us to recognize an important additional epistemic harm that arises in cases of testimonial injustice beyond those described by Miranda Fricker. Finally, I conclude by distinguishing between four kinds of credit - distinctions that allow us to avoid inappropriately attributing epistemic credit in problematic cases. If the current proposal is correct, our understanding of successful epistemic agents needs to be significantly modified in order to take into account their role in producing epistemically valuable states in others. (shrink)

You reach for the bowl with ‘sugar’ written on it only to discover, from the bad taste of your coffee, that it contained salt. Mundane experiences like these show that epistemic justification does not necessarily hold stable across possible changes of information. One can be justified in believing a proposition at a certain time (that the bowl contains sugar) and cease to be justified at a later time, as one enlarges one’s epistemic perspective (as one drinks a salty (...) coffee). When this happens, one’s justification has been defeated. An epistemic defeater, broadly speaking, is that in terms of which the defeat of justification proceeds. The notion of an epistemic defeater is mostly associated with J. Pollock’s work on reasoning and inference. Pollock has provided the canonical definition of an epistemic defeater and proposed an influential taxonomy in terms of the way different types of defeaters induce their characteristic effects. The notion of an epistemic defeater has acquired a broader meaning in current epistemology, and several distinctions have been introduced that have contributed to a more nuanced understanding of the phenomenon of defeat as well as to complement Pollock’s original taxonomy. The correlated notion of a propositional defeater, defined in terms of would-be defeat of justification, is appealed to by the proponents of the defeasibility theory in the parallel debate about knowledge to explain what prevents a justified true belief from constituting knowledge in Gettier cases. (shrink)