What is intellectual humility? In this essay, we aim to answer this question by assessing several contemporary accounts of intellectual humility, developing our own account, offering two reasons for our account, and meeting two objections and solving one puzzle.

In this paper, I provide a characterisation of a neglected form of humility: magnanimous humility. Unlike most contemporary analyses of humility, magnanimous humility is not about limitations but instead presupposes that one possesses some entitlement in a context. I suggest that magnanimous intellectual humility (IH) consists in a disposition to appropriately refrain from exercising one’s legitimate epistemic entitlements because one is appropriately motivated to pursue some epistemic good. I then shown that Magnanimous IH has an important role to play in (...) contexts of disagreement and oppression. It calls on knowing parties to refrain from pressing their epistemic entitlements to facilitate mutual understanding. And it is a virtue that oppressed persons have good reason to cultivate to develop meta-lucidity in themselves and others. (shrink)

The internet has become an ubiquitous epistemic source. However, it comes with several drawbacks. For instance, the world wide web seems to foster filter bubbles and echo chambers and includes search results that promote bias and spread misinformation. Richard Heersmink suggests online intellectual virtues to combat these epistemically detrimental effects . These are general epistemic virtues applied to the online environment based on our background knowledge of this online environment. I argue that these online intellectual virtues also demand a particular (...) view of cognitive integration. Online intellectual virtues are incompatible with a popular conception of extended minds proposed by Andy Clark and David Chalmers . I suggest that if we want to hold on to both a conception of online intellectual virtues and some conception of the extended mind, we have to accept a more gradual theory of cognitive integration along the lines of second-wave theories of the extended mind. (shrink)

In this essay, I reflect on the implications of intellectual virtues in scientific endeavor. To this end, I first offer a depiction of scientific endeavor by resorting to the notion of academic attitude, which involves aspects concerning the generation and possession of knowledge. Although there are differences between these activities, they have in common the engagement of diverse intellectual agents (scientists). In this sense, I analyze how intellectual virtues are linked to 1) scientific research tasks, such as theory appraisal, and (...) 2) those tasks of vigilance and intervention in the uses of scientific knowledge. I conclude that intellectual virtues play a leading role in achieving higher quality scientific research and adequate foresight on the uses and impacts of scientific findings. In this order of ideas, I propose an agenda for further inquiries on these matters, highlighting the relevance of reflecting and empirically researching the relationship between intellectual virtues and science, as well as cultivating intellectual virtues in various stages of scientific training. (shrink)

Intelligent activity requires the use of various intellectual skills. While these skills are connected to knowledge, they should not be identified with knowledge. There are realistic examples where the skills in question come apart from knowledge. That is, there are realistic cases of knowledge without skill, and of skill without knowledge. Whether a person is intelligent depends, in part, on whether they have these skills. Whether a particular action is intelligent depends, in part, on whether it was produced by an (...) exercise of skill. These claims promote a picture of intelligence that is in tension with a strongly intellectualist picture, though they are not in tension with a number of prominent claims recently made by intellectualists. (shrink)

We critique two popular philosophical definitions of intellectual humility: the “low concern for status” and the “limitations-owning.” accounts. Based upon our analysis, we offer an alternative working definition of intellectual humility: the virtue of accurately tracking what one could non-culpably take to be the positive epistemic status of one’s own beliefs. We regard this view of intellectual humility both as a virtuous mean between intellectual arrogance and diffidence and as having advantages over other recent conceptions of intellectual humility. After defending (...) this view, we sketch remaining questions and issues that may bear upon the psychological treatment of intellectual humility such as whether evidence will help determine how this construct relates to general social humility on the one hand, and intellectual traits such as open-mindedness, curiosity, and honesty on the other. (shrink)

Intellectual humility, I argue in this paper, is a cluster of strong attitudes directed toward one's cognitive make-up and its components, together with the cognitive and affective states that constitute their contents or bases, which serve knowledge and value-expressive functions. In order to defend this new account of humility I first examine two simpler traits: intellectual self-acceptance of epistemic limitations and intellectual modesty about epistemic successes. The position defended here addresses the shortcomings of both ignorance and accuracy based accounts of (...) humility. (shrink)

Information communications and Technology were introduced into secondary schools with the goal of giving teachers access to information while encouraging their distinctive and innovative techniques for teaching and learning. Teachers become enthusiastic and committed to their work when given demanding tasks that result in positive educational outcomes. However, it is clear that instructors in Kenya continue to fall behind in this area. Without a grasp of leadership behaviors, ICT integration in Kenya remains a phantom. The study aims to evaluate the (...) principal's intellectual stimulation techniques and the empowering use of ICT in teaching and learning in Kenyan public secondary schools. The study used a sequential explanatory mixed method design and focused on 62 school principals chosen through census, 186 teachers, and 372 students selected using a simple random sample process. Data was collected using MLQ-structured questionnaire interviews, document analysis, and checklists. Descriptive analysis was used to explain the patterns in the data and the status of variables, while inferential analysis was used to evaluate the relationship between the variables using regression analysis. The study found a moderately substantial positive correlation between ICT use in school and intellectual stimulation r (108) = 0.534, p < 0.001). It was discovered that principals' actions were a significant predictor of ICT adoption in secondary schools; therefore, principals were recommended to foster a culture of trust among teachers by establishing a welcoming workplace atmosphere. This would encourage instructors to overcome challenges using creative and new approaches, ultimately boosting the usage of ICT in the classroom. (shrink)

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

Intellectual courage requires acting to promote epistemic goods despite significant risk of harm. Courage is distinguished from recklessness and cowardice because the expected epistemic benefit of a courageous action outweighs (in some sense) the threatened harm. Sometimes, however, inquirers pursue theories that are not best supported by their current evidence. For these inquirers, the expected epistemic benefit of their actions cannot be explained by appeal to their evidence alone. The probability of pursuing the true theory cannot contribute enough to the (...) expected epistemic benefit for the action to count as courageous rather than reckless. Thus, there must be some other epistemic consideration which favors their action, besides evidence for their theory. I argue that the proper account of intellectual courage requires recognition of inquisitive reasons: a distinct category of epistemic reasons which concern successful inquiry. This category includes reasons to think a theory itself is promising, e.g., that the theory suggests potentially fruitful new research. It also includes social epistemic reasons, e.g., that pursuing a theory will improve the distribution of cognitive labor. Inquisitive reasons help explain why researchers who pursue improbable theories count as intellectually courageous, rather than reckless. The expected epistemic benefit of an action is partially determined by the inquisitive reasons in its favor. On my account, intellectually courageous inquiry requires acting in a way that is sensitive to inquisitive reasons. (shrink)

Remembering that there’s a difference between intellectual and perceptual attention can help us avoid miscommunication due to meaning different things by the same terms, which has been a particular problem during the last hundred years or so of the study of attention. I demonstrate this through analyzing in depth one such miscommunication that occurred in a philosophical criticism of the influential psychological text, Inattentional Blindness. But after making the distinction between perceptual attention and intellectual attention, and after making an effort (...) to keep this distinction in mind, we are still faced with the problem of specifying what makes intellectual attention distinct from perceptual attention. In the second half of this article, I discuss the range of proposals about how to understand intellectual attention that are present in the literature, and the problems with them. I do this with the aim of stimulating further discussion about how best to conceptualize intellectual attention, although I do not settle that further question within this paper. (shrink)

Intellectual property has become the apple of discord in today’s moral and political debates. Although it has been approached from many different perspectives, a final conclusion has not been reached. In this paper I will offer a new way of thinking about intellectual property rights (IPRs), from a left-libertarian perspective. My thesis is that IPRs are not (natural) original rights, aprioric rights, as it is usually argued. They are derived rights hence any claim for intellectual property is weaker than the (...) correlative duties attached to self-ownership and world-ownership rights, which are of crucial importance in any left-libertarian view. Moreover, IPRs lack priority in front of these two original rights and should be overridden by stronger claims of justice. Thus, as derived rights, IPRs should not benefit of strong enforcement like any original rights especially if it could be in the latters’ detriment. (shrink)

According to the extended knowledge account of assertion, we should only assert and act on what we know. Call this the ‘Knowledge Norm’. Because moral and prudential rules prohibit morally and prudentially unacceptable actions and assertions, they can, familiarly, override the Knowledge Norm. This, however, raises the question of whether other epistemic norms, too, can override the Knowledge Norm. The present chapter offers an affirmative answer to this question and then argues that the Knowledge Norm is derived from a more (...) fundamental norm that demands that we do not hinder intellectual flourishing. As the fundamental epistemic norm can come into conflict with the Knowledge Norm, it is sometimes permissible to assert and act on what we don’t know. The chapter concludes with a discussion of the consequences of this insight for the extended knowledge account of assertion. (shrink)

In this chapter I argue that intellectual humility is related to argumentation in several distinct but mutually supporting ways. I begin by drawing connections between humility and two topics of long-standing importance to the evaluation of informal arguments: the ad verecundiam fallacy and the principle of charity. I then explore the more explicit role that humility plays in recent work on critical thinking dispositions, deliberative virtues, and virtue theories of argumentation.

This chapter explores an unappreciated psychological dimension of intellectual humility. In particular, I argue there is a plausible connection between intellectual humility and epistemic egocentrism. Epistemic egocentrism is a well-known cognitive bias – often called ‘the curse of knowledge’ – whereby an agent attributes his or her own mental states to other people. I hypothesize that an individual who exhibits this bias is more likely to possess a variety of traits that are characteristic of intellectual humility. This is surprising because (...) intellectual humility is often regarded as an antidote to cognitive biases, whereas I claim that a particular cognitive bias (namely, the curse of knowledge) may help foster an intellectual virtue. (shrink)

Intellectual humility has something important in common with trust: both, independently, help secure knowledge. But they also do so in tandem, and this chapter discusses how. Intellectual humility is a virtue of a person’s cognitive character; this means that it disposes her to perceive and think in certain ways that help promote knowledge. Trust is a form of cooperation, in which one person depends on another (or on herself) for some end, in a way that is governed by certain norms. (...) Epistemic trust is trust for epistemic ends, where the one that I will focus on here is knowledge. When the parties to an epistemic-trust relationship exhibit intellectual humility, I will argue, they are in a better position than otherwise to secure knowledge. Some think that this is true trivially, on the grounds that knowledge (on their view) is constituted by the exercise of epistemic virtues. Whether or not this is so, I will focus on two different ways in which intellectual humility makes epistemic trust knowledge-conducive: first, it equips trusters to invest trust effectively – that is, in those who are trustworthy; second, it equips trustees to be epistemically trustworthy. (shrink)

This paper will be broken down into four sections. In §1, I try to assuage a worry that intellectual humility is not really an intellectual virtue. In §2, we will consider the two dominant accounts of intellectual humility in the philosophical literature—the low concern for status account the limitations-owing account—and I will argue that both accounts face serious worries. Then in §3, I will unpack my own view, the doxastic account of intellectual humility, as a viable alternative and potentially a (...) better starting place for thinking about this virtue. And I’ll conclude in §4 by trying to defend the doxastic account against some possible objections. (shrink)

Does intellectual humility preclude the possibility of religious dogmatism and firm religious commitments? Does intellectual humility require religious beliefs to be held with diffidence? What is intellectual humility anyway? There are two things I aim to do in this short article. First, I want to briefly sketch an account of intellectual humility. Second, drawing from such an account, I want to explore whether intellectual humility could be compatible with virtuous religious dogmatism.

Intellectual autonomy has long been identified as an epistemic virtue, one that has been championed influentially by Kant, Hume and Emerson. Manifesting intellectual autonomy, at least, in a virtuous way, does not require that we form our beliefs in cognitive isolation. Rather, as Roberts and Wood note, intellectually virtuous autonomy involves reliance and outsourcing to an appropriate extent, while at the same time maintaining intellectual self-direction. In this essay, I want to investigate the ramifications for intellectual autonomy of a particular (...) kind of epistemic dependence: cognitive enhancement. Cognitive enhancements involve the use of technology and medicine to improve cognitive capacities in healthy individuals, through mechanisms ranging from smart drugs to brain-computer interfaces. With reference to case studies in bioethics, as well as the philosophy of mind and cognitive science, it is shown that epistemic dependence, in this extreme form, poses a prima facie threat to the retention of intellectual autonomy, specifically, by threatening to undermine our intellectual self-direction. My aim will be to show why certain kinds of cognitive enhancements are subject to this objection from self-direction, while others are not. Once this is established, we’ll see that even some extreme kinds of cognitive enhancement might be not merely compatible with, but constitutive of, virtuous intellectual autonomy. (shrink)

From the earliest times, American ethics, the rules for the moral \& intellectual life of the West, used to be founded upon the two principles of self-reliance and good neighborliness. Here we consider the underlying functions of neural brain circuits, organic structures that have evolved adaptively by Darwinian rules subject to selection pressure. In the left brain resides our self-reliant private Ego, making plans, launching initiatives. Your public Ego dwells in the right brain, looking around, meeting with your friendly neighbor. (...) A main component is our bilateral interior cosmos, providing us with all the detailed information about our environment as well as the universe at large. (shrink)

The moral justification of intellectual property is often called into question when placed in the context of pharmaceutical patents and global health concerns. The theoretical accounts of both John Rawls and Robert Nozick provide an excellent ethical framework from which such questions can be clarified. While Nozick upholds an individuals right to intellectual property, based upon its conformation with Lockean notions of property and Nozicks ideas of just acquisition and transfer, Rawls emphasizes the importance of basic liberties, such as an (...) individuals right to health, superceding such secondary rights as intellectual property rights. From a policy perspective, patent protection for pharmaceutical products necessarily entails the balancing of corporate intellectual property interests and public interests in healthcare. The moral dilemma that occurs when these two interests clash is not easily resolved. Aside from corporate and public interests, the state maintains an interest in creating and preserving policies that regulate the moral dilemma itself. This paper analyzes the economic and ethical factors surrounding the production and distribution of the anti-HIV medication, AZT. Potential policy implications and recommendations are also discussed. (shrink)

Intellectual pride is pride about intellectual matters – for example, knowledge about what you know, about your intellectual virtues, or about your intellectual achievements. It is the opposite of intellectual humility (e.g. knowledge about what you don’t know, about your intellectual vices, or about your intellectual failures). In this paper I will advocate for intellectual pride by explaining its importance in the contexts of education (where a lack of pride threatens to undermine motivation), intellectual marginalization (where a lack of pride (...) threatens to facilitate oppression), and collective inquiry (where a lack of pride threatens to undermine public discourse). In these contexts, intellectual humility is problematic and intellectual pride is valuable. I’ll go on to offer a sketch of intellectual pride as a virtue. Just as the virtue of intellectual humility comprises excellence in negative intellectual self-evaluation, the virtue of intellectual pride comprises excellence in positive intellectual self-evaluation. (shrink)

Recent work takes both philosophical and scientific progress to consist in acquiring factive epistemic states such as knowledge. However, much of this work leaves unclear what entity is the subject of these epistemic states. Furthermore, by focusing only on states like knowledge, we overlook progress in intermediate cases between ignorance and knowledge—for example, many now celebrated theories were initially so controversial that they were not known. -/- This paper develops an improved framework for thinking about intellectual progress. Firstly, I argue (...) that we should think of progress relative to the epistemic position of an intellectual community rather than individual inquirers. Secondly, I show how focusing on the extended process of inquiry (rather than the mere presence or absence of states like knowledge) provides a better evaluation of different types of progress. This includes progress through formulating worthwhile questions, acquiring new evidence, and increasing credence on the right answers to these questions. I close by considering the ramifications for philosophical progress, suggesting that my account supports rejecting the most negative views while allowing us to articulate different varieties of optimism and pessimism. (shrink)

Philosophers often claim that studying philosophy helps people to become better thinkers. Thanks to a grant from the American Philosophical Association, we were able to test this claim empirically, using a large sample of students (N = 122,352) graduating from 369 colleges and universities across the United States between 2010 and 2019. We investigated whether philosophy majors show more growth than non-philosophy majors in intellectual traits like open-mindedness and a tendency to think carefully and thoroughly, as well as more personal (...) forms of growth that might be fostered by philosophical study (e.g., self-understanding). Additionally, although this was not our primary question, we sought to better understand what students who major in philosophy are like. Specifically, we examined the demographics of philosophy majors, the other subjects that they tend to study when they double major, and the patterns of adding and dropping of philosophy majors between freshman and senior year. (shrink)

The domain of modal epistemology tackles questions regarding the sources of our knowledge of modalities (i.e., possibility and necessity), and what justifies our beliefs about modalities. Virtue epistemology, on the other hand, aims at explaining epistemological concepts like knowledge and justification in terms of properties of the epistemic subject, i.e., cognitive capacities and character traits. While there is extensive literature on both domains, almost all attempts to analyze modal knowledge elude the importance of the agent’s intellectual character traits in justifying (...) beliefs about what is possible or necessary. My aim in this paper is to argue that intellectual traits of character, like thoroughness, autonomy, epistemic courage and open-mindedness, are relevant to modal epistemology. (shrink)

In this exploratory paper, I consider how intellectual humility and epistemic injustice might contribute to the failure of testimonial exchanges. In §1, I will briefly highlight four broad ways a testimonial exchange might fail. In §2, I will very briefly review the nature of epistemic injustice. In §3, I will explore how both epistemic injustice and intellectual humility can lead to failures in testimonial exchange, and I’ll conclude by suggesting how intellectual humility and epistemic injustice might be related.

Phenomenal holism is the thesis that some phenomenal characters can only be instantiated by experiences that are parts of certain wholes. The first aim of this paper is to defend phenomenal holism. I argue, moreover, that there are complex intellectual experiences (intellectual gestalts)—such as experiences of grasping a proof—whose parts instantiate holistic phenomenal characters. Proponents of cognitive phenomenology believe that some phenomenal characters can only be instantiated by experiences that are not purely sensory. The second aim of this paper is (...) to defend cognitive phenomenology. I argue that reflection on intellectual gestalts provides a basis for developing a case for cognitive phenomenology that is immune to many of the worries that beset more familiar arguments for cognitive phenomenology. (shrink)

In recent years, a number of philosophers have turned their attention to developments in Artificial Intelligence, and in particular to deepfakes. A deepfake is a portmanteau of ‘deep learning' and ‘fake', and for the most part they are videos which depict people doing and saying things they never did. As a result, much of the emerging literature on deepfakes has turned on questions of trust, harms, and information-sharing. In this paper, I add to the emerging concerns around deepfakes by drawing (...) on resources from vice epistemology. As deepfakes become more sophisticated, I claim, they will develop to be a source of online epistemic corruption. More specifically, they will encourage consumers of digital online media to cultivate and manifest various epistemic vices. My immediate focus in this paper is on their propensity to encourage the development of what I call ‘intellectual cynicism'. After sketching a rough account of this epistemic vice, I go on to suggest that we can partially offset such cynicism – and fears around deceptive online media more generally – by encouraging the development what I term a trained ‘digital sensibility'. This, I contend, involves a calibrated sensitivity to the epistemic merits of online content. (shrink)

New research suggests that a healthy democracy requires intellectual humility. When citizens are intellectually humble, they are less polarized, more tolerant and respectful of others, and display greater empathy for political opponents. But a flourishing democracy also requires people with political convictions. If the electorate were apathetic, they would not participate in democratic decision-making. Do these two democratic ideals conflict? The standard view in philosophy and psychology is that intellectual humility and political conviction are compatible. In this paper, we challenge (...) the standard view. We appeal to empirical and theoretical work indicating that intellectual humility can result in political apathy or lack of conviction. We conclude by suggesting that there are different varieties of intellectual humility, some aligned with conviction and engagement, and others of a more quietist character. To illustrate this, we sketch a kind of ‘political quietism’ modelled by philosophical thinkers such as Burke and Oakeshott. (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)

This chapter explores a species of false modesty, false intellectual humility, which is defined as affected or pretended intellectual humility concealing intellectual arrogance. False intellectual humility is situated in a virtue epistemological framework, where it is contrasted with intellectual humility, understood as excellence in self-attribution of intellectual weakness. False intellectual humility characteristically takes the form of insincere expressions of ignorance or uncertainty – as when dogmatically committed conspiracy theorists insist that they just want to know what’s going on – and, (...) in such cases, false intellectual humility is a kind of false skepticism or false fallibilism. In connection with this, the chapter further explores the relationship between the concepts of intellectual humility, skepticism, and fallibilism. A distinction can be drawn between the virtues of intellectual humility, skepticism, and fallibilism, but the traditional association of skepticism and fallibilism with intellectual humility is vindicated by the fact that the virtues of intellectual humility, skepticism, and fallibilism overlap. (shrink)

We have witnessed the athleticization of political discourse, whereby debate is treated like an athletic contest in which the aim is to vanquish one's opponents. When political discourse becomes a zero-sum game, it is characterized by suspicions, accusations, belief polarization, and ideological entrenchment. Unfortunately, athleticization is ailing the classroom as well, making it difficult for educators to prepare students to make valuable contributions to healthy civic discourse. Such preparation requires an educational environment that fosters the intellectual virtues that characterize an (...) examined life. This, in turn, requires an amicable and hospitable atmosphere in which a student enjoys the freedom to discover and articulate what she believes, how well her beliefs hang together, and what underlying assumptions or biases might be at work—without the fear that her self-disclosure will trigger immediate accusations and pigeonholing from fellow students. Educating for intellectual virtue is crucial for meeting these challenges and in this chapter we contribute to this strategy by offering some tools and guidance for promoting productive discussion of controversial issues. In the first two sections, we identify and explain two fallacious patterns of thought that often encumber discussion of controversial issues: assailment-by-entailment and the attitude-to-agent fallacy. In effect, these sections diagnose two diseases of discourse. We conclude each section with practical suggestions—in the form of thinking routines—for curing these ills. We will argue that part of the cure is to be found in the intellectual virtues. In particular, we will discuss how the virtues of intellectual charity, humility and carefulness can inoculate the mind against the fallacies we identify. (shrink)

The cultivation of intellectual character is an important goal within university education. This article focusses on cultivating intellectual humility. It first explores an account of intellectual humility from recent literature on the intellectual virtues. Then, it considers one recent pedagogical approach – Making Thinking Visible – as a means of teaching intellectual virtue. It assesses one particular technique for cultivating intellectual humility arising from this pedagogical literature, and applies it to the teaching of political philosophy. Finally, there is a discussion (...) concerning how to supplement these techniques to best teach political philosophy generally, and for the purposes of cultivating intellectual humility in particular. It is argued that, by introducing the technique of the Circle of Viewpoints, supplemented by techniques from the Compassion in Education literature, the modules I teach can better cultivate intellectual humility in my students. (shrink)

Intellectual humility is commonly thought to be a mindset, disposition, or personality trait that guides our reactions to evidence as we seek to pursue the truth and avoid error. Over the last decade, psychologists, philosophers, and other researchers have begun to explore intellectual humility, using analytical and empirical tools to understand its nature, implications, and value. This review describes central questions explored by researchers and highlights opportunities for multidisciplinary investigation.

I BELIEVE THAT the intellectual capacity of women is on the whole inferior to that of men. By "on the whole," I do not mean just "on the average"; though I do mean that much. My belief is, if you take any degree of intellectual capacity which is above the average for the human race, as a whole, then a possessor of that degree of intellectual capacity is a good deal more likely to be man than a woman.

Political liberals ask citizens not to appeal to certain considerations, including religious and philosophical convictions, in political deliberation. We argue that political liberals must include a demanding requirement of intellectual modesty in their ideal of citizenship in order to motivate this deliberative restraint. The requirement calls on each citizen to believe that the best reasoners disagree about the considerations that she is barred from appealing to. Along the way, we clarify how requirements of intellectual modesty relate to moral reasons for (...) deliberative restraint. And we argue against attempts to weaken our requirement of intellectual modesty by emphasizing those moral reasons. (shrink)

Intellectual humility is an interesting but underexplored disposition. The claim “I am (intellectually) humble” seems paradoxical in that someone who has the disposition in question would not typically volunteer it. There is an explanatory gap between the meaning of the sentence and the meaning the speaker expresses by uttering it. We therefore suggest analyzing intellectual humility semantically, using a psycholexical approach that focuses on both synonyms and antonyms of ‘intellectual humility’. We present a thesaurus-based method to map the semantic space (...) of intellectual humility as a heuristic to support philosophical and psychological analysis of this disposition. We find three semantic clusters that compose intellectual humility: the sensible self, the discreet self, and the inquisitive self; likewise, we find three clusters that compose its contraries: the overrated self, the underrated other, and the underrated self. (shrink)

In this paper I provide an account of two forms of intellectual arrogance which cause the epistemic practices of conversational turn-taking and assertion to malfunction. I detail some of the ethical and epistemic harms generated by intellectual arrogance, and explain its role in fostering the intellectual vices of timidity and servility in other agents. Finally, I show that arrogance produces ignorance by silencing others (both preventing them from speaking and causing their assertions to misfire) and by fostering self-delusion in the (...) arrogant themselves. (shrink)

In this paper, I sketch an answer to the question “Why be an intellectually humble philosopher?” I argue that, as far as philosophical argumentation is concerned, the historical record of Western Philosophy provides a straightforward answer to this question. That is, the historical record of philosophical argumentation, which is a track record that is marked by an abundance of alternative theories and serious problems for those theories, can teach us important lessons about the limits of philosophical argumentation. These lessons, in (...) turn, show why philosophers should argue with humility. (shrink)

This essay deals with a selected part of an epistemological controversy provided by Tūsī in response to the skeptical arguments reported by Rāzī that is related to what might be called "intellectual skepticism," or skepticism regarding the judgments of the intellect, particularly in connection with self-evident principles. It will be shown that Rāzī has cited and exposed a position that seems to be no less than a medieval version of empiricism. Tūsī, in contrast, has presented us with a position that (...) rejects such empiricism. The comparative aim of this essay is to draw attention to some similarities as well as some points of divergence between the kind of skeptical debate we are focusing on here, and some relevant epistemological discussions in the later traditions in the West. ". (shrink)

The objective of this article is to examine the implications of the intellectual property provisions in the US–Jordan Free Trade Agreement (US–JO FTA) and whether they serve as a template for other Arab countries who will be concluding free trade agreements with the USA. My claim in this article is that the intellectual property part of the US–JO FTA goes beyond the World Trade Organization Agreement and cannot form the right template for the proposed US–Middle East FTA of 2013. The (...) first section provides a brief introduction to the US–JO FTA. The second section provides a critical analysis of the FTA’s protection of trademarks, copyright and patents. The third and fourth sections discuss enforcement and implementation of the intellectual property provisions of the FTA. The final section provides a conclusion regarding the intellectual property provisions of the US–JO FTA and highlights an alternative template for the proposed US–Middle East FTA. (shrink)

Recent scholarship in intellectual humility (IH) has attempted to provide deeper understanding of the virtue as personality trait and its impact on an individual's thoughts, beliefs, and actions. A limitations-owning perspective of IH focuses on a proper recognition of the impact of intellectual limitations and a motivation to overcome them, placing it as the mean between intellectual arrogance and intellectual servility. We developed the Limitations-Owning Intellectual Humility Scale to assess this conception of IH with related personality constructs. In Studies 1 (...) (n= 386) and 2 (n = 296), principal factor and confirmatory factor analyses revealed a three-factor model – owning one's intellectual limitations, appropriate discomfort with intellectual limitations, and love of learning. Study 3 (n = 322) demonstrated strong test-retest reliability of the measure over 5 months, while Study 4 (n = 612) revealed limitations-owning IH correlated negatively with dogmatism, closed-mindedness, and hubristic pride and positively with openness, assertiveness, authentic pride. It also predicted openness and closed-mindedness over and above education, social desirability, and other measures of IH. The limitations-owning understanding of IH and scale allow for a more nuanced, spectrum interpretation and measurement of the virtue, which directs future study inside and outside of psychology. (shrink)

Biases affect much of our epistemic lives. Do they affect how we understand things? For Linda Zagzebski, we only understand something when we manifest intellectual virtues or skills. Relying on how widespread biases are, J. Adam Carter and Duncan Pritchard raise a skeptical objection to understanding so conceived. It runs as follows: most of us seem to understand many things. We genuinely understand only when we manifest intellectual virtues or skills, and are cognitively responsible for so doing. Yet much of (...) what we seem to understand consists in conceptions whose formation could have easily been due to biases instead, and the work of biases is opaque to reflection. If conceptions constituting how we understand things could have easily been due to biases, then we are not cognitively responsible for them because we cannot reflectively appraise what we understand. So, we are mistaken in thinking we genuinely understand most of the time. I will defend the grounding of understanding in intellectual virtues and skills from Carter and Pritchard’s objection. We are cognitively responsible for understanding when we manifest our expertise. We can do so, I will argue, without being required to reflectively appraise what we understand. (shrink)

In this chapter, we analyze intellectual patience as a character trait. We look at the contexts that call for patience and at what patience demands in those contexts. Together these constitute our account of patience, though the focus is on patience in the life of the mind. We also consider how patience and perseverance differ, which offers a better understanding of the former and sheds light on how character traits can cooperate. We then consider how to become virtuously patient. We (...) conclude reflecting on some remarks made by the poet Rilke. (shrink)

The idea that human beings are intellectually self-governing plays two roles in free-speech theory. First, this idea is frequently called upon as part of the justification for free speech. Second, it plays a role in guiding the translation of free-speech principles into legal policy by underwriting the ascriptive framework through which responsibility for certain kinds of speech harms can be ascribed. After mapping out these relations, I ask what becomes of them once we acknowledge certain very general and profound limitations (...) in people's capacity for intellectual self-governance. I argue that acknowledging these limitations drastically undermines the putative justifications for free speech of the type that I identify in the first part of the paper. I then show how we can reformulate an account of intellectual and doxastic responsibility on which we may still be held responsible for what we think or believe even though we lack agent-causal capacities in our thinking and believing. Then, in light of this ascriptive account of intellectual responsibility, I show how the key ideahave minds of their owncan (and should) still play a significant role in guiding the legislative outworkings of free speech. (shrink)

David Stove's essay “The intellectual capacity of women” was first published in 1990, in the Proceedings of a Sydney philosophical society. It has been re-published twice since his death. It seems though that during his lifetime Stove himself refused to agree to its being re-printed. This raises two questions: Did Stove believe his essay on women contains mistakes? And: does it contain mistakes? The main flaws in the essay stem from a rash adoption of simplistic ideas about probability coupled with (...) a question-begging definition of capacity. The work also contains contradictions and exaggerations and some unwise forays into social history. Stove was an intelligent man so it seems likely that he would have recognised those flaws. (shrink)

I argue for a substantive interpretation of Carlos Vaz Ferreira’s account of intellectual flourishing as intellectual liberation. For Vaz Ferreira, I argue, there is an inescapable master-slave dynamic between language and language users, so that flourishing intellectually essentially involves a type of mastery of language that frees up thinking from enslaving linguistic/conceptual confusions and thus facilitates the acquisition of truth. Central to this project are Vaz Ferreira’s most interesting, and radical, views on the nature of language signification and thus on (...) human’s ability to accurately describe and know reality, for failing to keep these linguistic limitations in mind, Vaz Ferreira argues, is a central way for language to enslave humans to confused thinking and thus prevent their intellectual flourishing. (shrink)

In the context of the global intellectualization, human capital is the determining factor in the innovation development and the international competitiveness of countries. In the XXI century. the leading component of human capital are qualitatively new information, communication and network technologies. Particular importance are education and training, professionalism, high level of human resources management, building up, reproduction and human capital development. These factors are the prerequisite for the growth of the competitive advantages of the country in the conditions of globalization.

I offer an account of the virtue of intellectual humility, construed as a pair of dispositions enabling proper management of one's intellectual confidence. I then show its integral role in a range of familiar educational practices and concerns, and finally describe how certain entrenched educational attitudes and conceptions marginalise or militate against the cultivation and exercise of this virtue.

Following Robert Adams's account of idolatry, this paper develops the concept of epistemic idolatry. Where there is devotion belonging to truth but given to a particular epistemic good, there we find epistemic idolatry. With this concept in hand, motivationalist virtue epistemologists gain two theoretical advantages: their list of defective motives can include intellectual motivation in excess without the implausible claim that, intellectually, one can be too motivated by truth; and the disvalue of many intellectual vices, including some putative counterexamples to (...) their theory of intellectual vice, can be explained in terms of epistemic idolatry. (shrink)