Curiosity is evident in humans of all sorts from early infancy, and it has also been said to appear in a wide range of other animals, including monkeys, birds, rats, and octopuses. The classical definition of curiosity as an intrinsic desire for knowledge may seem inapplicable to animal curiosity: one might wonder how and indeed whether a rat could have such a fancy desire. Even if rats must learn many things to survive, one might expect their learning (...) must be driven by simpler incentives, such as hunger. One might also wonder what proximal signals could guide animals towards knowledge itself, or how something as abstract as knowledge could ever be a motivational target for an unreflective animal. Taking a cue from recent work in reinforcement learning, I argue that surprise functions as a reward signal for the curious animal, and then show how this amounts to a desire for knowledge gain, where knowledge is conceived of as a cognitive adaptation to reality. This adaptation results in a mental state whose existence depends essentially on the truth of its contents, a factive mental state. Curious creatures benefit from an interaction between the prediction-error correction processes of basic learning and the active surprise-seeking force of their curiosity. This internally adversarial interaction accelerates knowledge gain in ways that are very helpful for agents with the restrictions of biological creatures, in environments with the complexity of our natural world. (shrink)

Ilhan Inan’s (2012) approach to curiosity is based on the following central theses: (i) for every question asked out of curiosity there is a corresponding term (definite description) that is inostensible for the asker (its reference is unknown) and that has the function of uniquely identifying an object; (ii) the satisfaction of curiosity is always in the form of com- ing to know an object as falling under a concept. This model primarily covers curiosity as our (...) search for empirical objectual knowledge. In my critical reflections, I explore some phenomena of non-objectual curiosity which are left out or at least not sufficiently explored by Inan: curiosity as the search for explanation and understanding, and meta-curiosity— curiosity about the very representations, i.e. how to conceptualize a certain problem, and what defi nite descriptions to use in the first place. (shrink)

Curiosity, seen as a motive to do exploration within definite and generally accepted frames, is to be distinguished from wonder, where doubt about the frames themselves is the underlying factor. Granted this distinction, it will be argued that educational institutions need to build on both notions, i.e. wonder as well as curiosity.

A trailblazing exploration of the political stakes of curiosity. Perry Zurn explores the political philosophy of curiosity—the heartbeat of political resistance and a critical factor in social justice. Drawing on philosophy and political theory as well as feminist theory, race theory, disability studies, and trans studies, he tracks curiosity in the structures of political marginalization and resistance.

We propose a cognitive and neurobiological model by which curiosity regulates affective memory, by positively biasing memory encoding through the promotion of emotion regulation. We begin with a brief overview of curiosity's observed emotional effects. Then we introduce three prominent models of affective memory encoding to suggest that the dopaminergic modulation of encoding associated with curiosity may positively bias memory processes. We situate the role of curiosity role in emotion regulation relative to its promotion of abstract (...) thinking and cognitive flexibility. We then identify the neural processes associated with abstraction and flexibility observed in the left inferior frontal gyrus, the dorsal anterior cingulate cortex, and the lateral prefrontal cortex as the neurobiological mechanisms underlying our framework. (shrink)

Leading philosophical models of curiosity represent it as a desiderative attitude whose content is a question, and which is satisfied by knowledge of the answer to that question. I argue that these models do not capture the distinctive character of a form of curiosity that I call 'erotic curiosity'. Erotic curiosity addresses itself not to a question but to an object whose significance for the inquirer is affective as well as epistemic. This form of curiosity (...) is best understood by analogy to erotic love as theorized by Plato in the Symposium. (shrink)

I propose that Confucianism incorporates a latent commitment to the closely related epistemic virtues of curiosity and inquisitiveness. Confucian praise of certain people, practices, and dispositions is only fully intelligible if these are seen as exercises and expressions of epistemic virtues, of which curiosity and inquisitiveness are the obvious candidates. My strategy is to take two core components of Confucian ethical and educational practice and argue that each presupposes a specific virtue. To have and to express a ‘love (...) of learning’ requires the virtue of curiosity, while the normative practice of good questioning requires exercise of the virtue of inquisitiveness. Taken together, people engaging in the foundational Confucian project of moral self-cultivation must desire and acquire a range of epistemic goods, a set of dispositions that manifest in the virtues of curiosity and inquisitiveness, possession of which is admirable and excellent. Such, at least, is the claim defend in this chapter, which is an exercise in cross-cultural virtue epistemology. (shrink)

Our actions and decisions are regularly influenced by the social environment around us. Can social cues be leveraged to induce curiosity and affect subsequent behavior? Across two experiments, we show that curiosity is contagious: The social environment can influence people's curiosity about the answers to scientific questions. Participants were presented with everyday questions about science from a popular on‐line forum, and these were shown with a high or low number of up‐votes as a social cue to popularity. (...) Participants indicated their curiosity about the answers, and they were given an opportunity to reveal a subset of those answers. Participants reported greater curiosity about the answers to questions when the questions were presented with a high (vs. low) number of up‐votes, and they were also more likely to choose to reveal the answers to questions with a high (vs. low) number of up‐votes. These effects were partially mediated by surprise and by the inferred usefulness of knowledge, with a more dramatic effect of low up‐votes in reducing curiosity than of high up‐votes in boosting curiosity. Taken together, these results highlight the important role social information plays in shaping our curiosity. (shrink)

ABSTRACT A thriving project in contemporary epistemology concerns identifying and explicating the epistemic virtues. Although there is little sustained argument for this claim, a number of prominent sources suggest that curiosity is an epistemic virtue. In this paper, I provide an account of the virtue of curiosity. After arguing that virtuous curiosity must be appropriately discerning, timely and exacting, I then situate my account in relation to two broader questions for virtue responsibilists: What sort of motivations are (...) required for epistemic virtue? And do epistemic virtues need to be reliable? I will sketch an account on which curiosity is only virtuous when rooted in a non-instrumental appreciation of epistemic goods, before arguing that curiosity can exhibit intellectual virtue irrespective of whether one is reliable in satisfying it. (shrink)

In this essay, the resistant potential of curiosity will be first framed by theories of political curiosity writ large (drawn from Friedrich Nietzsche, Michel Foucault, and Jacques Derrida) and then explicated through three case studies: the Civil Rights Movement in the 1960’s, prison resistance networks in the 1970’s, and a more recent initiative for accessible restrooms. From these archives, an anatomy of politically resistant curiosity will be drawn.

The paper discusses Bernard Williams’ argument that immortality is rationally undesirable because it leads to insufferable boredom. We first spell out Williams’ argument in the form of a dilemma. We then show that the first horn of this dilemma, namely Williams’ requirement of the constancy of character of the immortal, is defensible. We next argue against a recent attempt that accepts the dilemma, but rejects the conclusion Williams draws from it. From these we conclude that blocking the second horn of (...) the dilemma is the best way to respond to Williams. Our objection contends that Williams overlooks a basic feature of human existence, namely curiosity, and that his negative evaluation of an eternal life is therefore unconvincing. (shrink)

ABSTRACTThomas Hobbes transforms fear and curiosity from primarily theological to anthropological concerns. Fear and curiosity go from being, most centrally, part of religiousness, or part of worsh...

[Introduction]: Curiosity is now widely regarded, with some justification, as a vital ingredient of the inquiring mind and, more particularly, as a crucial virtue for the practitioner of the pure sciences. We have become accustomed to associate curiosity with innocence and, in its more mature manifestations, with the pursuit of truth for its own sake. It was not always so. The sentiments expressed in Sir John Davies's poem, published on the eve of the seventeenth century, paint a somewhat (...) different picture. To seek knowledge with no particular end in mind was to indulge in "fruitlesse curiositie," while the "desire to know" was associated with those catastrophic events that took place at the dawn of history in the Garden of Eden and with the ensuing curse that fell upon succeeding generations. Davies's poem neatly sets out two of the chief impediments to the advancement of learning in seventeenth-century England: the fact that the Genesis narrative attributes the Fall of the human race to the desire for knowledge, and the moral disapprobation associated with the vice of curiosity. In short, the traditional classification of curiosity amongst the vices and its complicity in the commission of the first sin represented a major obstacle to early modern projects to enlarge human learning. This essay will explore the changing fortunes of curiosity, from its construction as an intellectual vice in the patristic era to its subsequent transformation, over the course of the seventeenth century, to a virtue. Particular attention will be paid to the way in which Francis Bacon dealt with prevailing conceptions of curiosity and forbidden knowledge and how he modified an existing view of the moral legitimacy of knowledge of nature in order to provide rhetorical justification for his proposed instauration of learning. This change in the status of knowledge of nature, initiated by Bacon and promoted by his successors, highlights the morally charged character of early modem debates over the status of natural philosophy and the particular virtues required of its practitioners. As we shall see, the rehabilitation of curiosity was a crucial element in the objectification of scientific knowledge and led to a shift of focus away from the moral qualities of investigators and the propriety of particular objects of knowledge to specific disciplines, procedures, and methods. (shrink)

This paper explores the nature of curiosity from an epistemological point of view. First it motivates this exploration by explaining why epistemologists do and should care about what curiosity is. Then it surveys the relevant literature and develops a particular approach.

Curiosity is a wonder of the human mind. It goes to the heart of modernity, as a driving force for learning, novel insights, and innovation, both for individuals and communities. In societies dependent on science and development, finding out what promotes or hampers curiosity and wonder in school curricula and science education is accordingly essential. In this conceptual article, I suggest a framework for curiosity-based science education and I explore options for its wellbeing and development during preschool, (...) preadolescence, and adolescence. In preschool, curiosity and wonder are triggered by perceptive beauty rather than by facts, and a method emphasizing maximism as a complementary factor in preschool science education is proposed. In prepuberty, curiosity is encouraged by exploring the diversity of the world. Facts and clear-cut knowledge constitute a firm foundation for scientific thinking. In high school, curiosity is ignited by means of a better balance between models and phenomenology. Criticism has arisen over the one-sided use of models in high school science education, which limits scientific thinking to frameworks defined by the actual model. Possible solutions to maintain students’ curiosity and ideas to improve the balance between phenomenology and models are discussed. (shrink)

While research on Attention Deficit Hyperactivity Disorder (ADHD) has traditionally focused on cognitive and behavioral deficits, there is increasing interest in exploring possible resources associated with the disorder. In this paper, we argue that the attention-patterns associated with ADHD can be understood as expressing an alternative style of inquiry, or “zetetic” style, characterized mainly by a lower barrier for becoming curious and engaging in inquiry, and a weaker disposition to regulate curiosity in response to the cognitive and practical costs (...) associated with inquiry. Exploring this zetetic style from an epistemological perspective, we show that it is often epistemically rational and can be advantageous in important respects. We close by suggesting that the very aspects of the zetetic style that might at times render it disadvantageous from the point of view of individual subjects with ADHD, will often confer epistemic benefits to the social group that the subjects are part of. (shrink)

Curiosity’s connection with democracy remains neglected and unexplored. Various disciplines have mostly treated curiosity as an epistemic trait of the individual. Beyond epistemology, curiosity is studied as a moral virtue or vice of the self. Beyond epistemic and moral frameworks, curiosity is examined politically and decolonially. However, all frameworks remain focused on the individual and rarely imply a relevance of curiosity to democracy. The present article departs from such explorative frameworks philosophically to expand the research (...) scope on curiosity in the direction of democratic theory. It highlights the complex politics of curiosity as a collective, rather than merely individual, desire for knowledge. I argue that curiosity should become a key analytical category for studying democracy as a political attitude and as a way of life. Investigations of the multifaceted curiosity of the demos may enhance the visibility of ethico-political issues that often escape the curious eye of citizens and researchers. (shrink)

From science and technology to business and education, curiosity is often taken for granted as an unquestioned good. And yet, few people can define curiosity. Curiosity Studies marshals scholars from more than a dozen fields not only to define curiosity but also to grapple with its ethics as well as its role in technological advancement and global citizenship. While intriguing research on curiosity has occurred in numerous disciplines for decades, no rigorously cross-disciplinary study has existed—until (...) now. -/- Curiosity Studies stages an interdisciplinary conversation about what curiosity is and what resources it holds for human and ecological flourishing. These engaging essays are integrated into four clusters: scientific inquiry, educational practice, social relations, and transformative power. By exploring curiosity through the practice of scientific inquiry, the contours of human learning, the stakes of social difference, and the potential of radical imagination, these clusters focus and reinvigorate the study of this universal but slippery phenomenon: the desire to know. -/- Against the assumption that curiosity is neutral, this volume insists that curiosity has a history and a political import and requires precision to define and operationalize. As various fields deepen its analysis, a new ecosystem for knowledge production can flourish, driven by real-world problems and a commitment to solve them in collaboration. By paying particular attention to pedagogy throughout, Curiosity Studies equips us to live critically and creatively in what might be called our new Age of Curiosity. (shrink)

This chapter focuses on the question of whether true belief can have final value because it answers our ‘intellectual interest’ or ‘natural curiosity’. The idea is that sometimes we are interested in the truth on some issue not for any ulterior purpose, but simply because we are curious about that issue. It is argued that this approach fails to provide an adequate explanation of the final value of true belief, since there is an unbridgeable gap between our valuing the (...) truth on some issue for its own sake, and that truth's being valuable for its own sake. (shrink)

I argue that curiosity about the world deserves attention as a moral virtue, even apart from the role it may play in (the more generally praised) love of wisdom. First, close relationships and caring are reasonably considered part of a well-lived life, and curiosity is important for caring both about people and about things in the world. Second, curiosity helps us to define an appropriate way for persons to be affected by certain situations. Perhaps most important, (...) class='Hi'>curiosity can help one to live well because it addresses the most fundamental existential task humans face, the need to see their lives as meaningful. I argue that curiosity is a distinctive virtue but suggest that related virtues (e.g., receptivity, reverence) may contribute to different kinds of worthy engagement with the world. (shrink)

What forms, then, does curiosity take? And what are the curiosity formations of our time? Of our universities? Of our disciplines? Of our material lives beyond the discursive? Where one asks these questions—and who it is that asks—matters. Drawing on Virginia Woolf, Zora Neale Hurston, and Michel Foucault, I chart out the grammar of curiosity formations in and beyond the university.

ArgumentThe imitation of adults was the dominant educational early modern model, as it had been from the classical era. Yet, from 1500 onward, this traditional model clashed with new pedagogical ideals that explored if and how the youthful mind differed from the adult. To investigate this clash, I examine individual and aggregate cases – taken from the Dutch (illustrated) textual culture – representing conceptualizations of what has been labelled “the curiosity family” (concepts such as curiosity, inquisitiveness, invention). As (...) previously established, during the seventeenth century, curiosity turned from a vice to a virtue among adults. Textual evidence suggests that for the early modern Dutch youth, docility, long valued, remained the guiding ideal. Shortly after 1700, however, two changes can be detected: for youth, travel literature and travel as a metaphor became a means to explore the world without adults; and for adults, the experimental learning style of the young became a new learning model. (shrink)

Bernard Reginster has argued that in "Nietzsche's terminology, 'experimentation [Versuch]' is a paradigmatic exercise of curiosity."1 According to Reginster, the kind of curiosity in question, as far as Nietzsche's concept of the free spirit is concerned, is not the state of knowing or of being certain of the truth of some proposition, but is rather a matter of the activity or process of truth seeking and of inquiry.2 My own view is very similar: I have argued that experimentalism (...) is a form of virtue for Nietzsche.3 Specifically, as I have suggested, Nietzsche employs experimentalism in two main ways: as a strategy for philosophical engagement, for example through his use of diverse writing styles and authorial... (shrink)

Curiosity is having its moment in AI engineering. Governments and Big Tech alike frame the trait as a key characteristic of data scientists. This paper offers a qualitative analysis of the perspectives of AI engineers on the importance of curiosity in their profession. The results of this study—which took place at a technology multinational of over 250 k + employees—warn that unless curiosity is carefully defined, detached from masculinized interpretations of what it entails, and linked to ethical (...) development practices, the current emphasis on curiosity risks promoting harmful curiosity-based engineering practices. The paper begins by exposing the consequences of curiosity’s configuration within existing corporate and social inequalities. It then reviews theoretical literature on the gendering of skills and attributes in AI engineering. Having synthesized evidence of curiosity’s importance in corporate AI engineering, it draws on new qualitative data to draw out key themes that might be contributing to the gendering of curiosity, before exploring these themes in their wider context through the theoretical literature. It ends by outlining ways that curiosity-based engineering could promote rather than hinder ethical AI. (shrink)

In this study conducted during the 2020 Coronavirus pandemic, I explored how trait morbid curiosity was related to interest in 1) factual information about Coronavirus that was specifically morbid; 2) general factual information about Coronavirus; 3) pandemic and virus genres of films and TV shows; and 4) genres of film and TV shows that center around threat more broadly. Participants who scored high in morbid curiosity reported increased interest, compared to usual, in pandemic/virus genres as well as horror (...) and thriller genres. Morbidly curious participants were also more interested specifically in morbid information about Coronavirus. Furthermore, disgust sensitivity was unrelated to these preferences. These results provide initial evidence that trait morbid curiosity can predict particular media preferences in the face of a real threat, and that morbid curiosity may reflect an adaptive predisposition in some individuals toward learning about the dan­gerous and disgusting aspects of a threat. (shrink)

In this short essay I connect Perry Zurn’s work on curiosity with trans history, activism, and art to bridge trans curiosity with eco curiosity in the form of transecological curiosity. I discuss examples from trans art, literature, music, and ecopoetics.

In this book, Ilhan Inan questions the classical definition of curiosity as _a desire to know._ Working in an area where epistemology and philosophy of language overlap, Inan forges a link between our ability to become aware of our ignorance and our linguistic aptitude to construct terms referring to things unknown. The book introduces the notion of inostensible reference. Ilhan connects this notion to related concepts in philosophy of language: knowledge by acquaintance and knowledge by description; the referential and (...) the attributive uses of definite descriptions; the _de re/de dicto_ distinction; and Kripke’s distinction between rigid and accidental designators. Continuing with a discussion of the conditions for curiosity and its satisfaction, Inan argues that the learning process—starting in curiosity and ending in knowledge—is always an effort to transform our inostensible terms into ostensible ones. A contextual account is adopted for the satisfaction of curiosity. It then discusses the conditions of successful reference to the object of curiosity and its presuppositions. The book concludes with a discussion on the limits of curiosity and its satisfaction. (shrink)

This study is a continuation of the work of Professor Kazimierz Wrześniewski. It concerns the role of curiositytrait in the dynamics of changes in coping and quality of life after a heart attack. The study was attended by 222 people after a heart attack, of whom 140 participated in the three stages of the study: at the beginning and at the end of cardiac rehabilitation and a year after leaving the resort. The participants aged 24-64 years. Curiosity-trait was measured (...) by Spielberger and Wrześniewski’s STPI questionnaire. To assess coping strategies a modified version of the COPE by Carver et al., was used. The specific and general quality of life were measured by the Polish adaptations of MacNew and NHP questionnaires. The level of curiosity-trait significantly differentiated changes in the dynamics of positive reinterpretation, problem solving and resignation, but did not affect the change in quality of life within the year after a heart attack. (shrink)

The first book of its kind to study the Romantic obsession with the 'antique lands' of Ethiopia, Egypt, India, and Mexico, Curiosity and the Aesthetics of Travel Writing is an important contribution to the recent wave of interest in exotic travel writing. Drawing generously on both original texts and modern scholarship in literature, history, geography, and anthropology, it focuses on the unstable discourse of 'curiosity' to offer an important reformulation of the relations between literature, aesthetics, and colonialism in (...) the period. (shrink)

As an outgrowth of experiential and critical pedagogies, and in response to growing rates of student anxiety and depression, educators in recent years have made increasing efforts to facilitate curiosity and mindfulness in the classroom. In Section I, we describe the rationale and function of these initiatives, focusing on the Right Question Institute and mindfulness curricula. Although we admire much about these programs, here we explore ways to complicate and deepen them through a more socially grounded and ethically informed (...) theoretical framework. In Section II, we provide that framework by sketching a sociopolitical account of curiosity and of mindfulness. We propose a curiosity mindful of social location and a mindfulness curious about political structures and historical contexts. In Section III, we then offer concrete suggestions for modifying the curricula of the Right Question Institute and various mindfulness programs. We show how a more nuanced understanding of curiosity and mindfulness strengthens these program offerings. Ultimately, facilitating mindful curiosity and curious mindfulness, we argue, helps educators a) provide more robust learning environments, b) address growing mental health challenges, and c) support global citizenship in the classroom and beyond. (shrink)

Although the correlation between Entrepreneurial Orientation and concrete actions to set up a business or the Probability of Starting a Business has been widely studied, the psychological factors that can affect this relationship have not yet been sufficiently addressed in the field of entrepreneurship. One of them is curiosity. Both at theoretical and empirical level, a distinction are usually made between two types of curiosity. I-type curiosity is associated with the anticipated pleasure of discovering something new, and (...) D-type curiosity is associated with reducing uncertainty and eliminating unwanted states of ignorance. Consequently, this paper aims to analyze the moderating role that the types of curiosity play in the relationship between EO and PSB, considering their interaction with sociodemographic variables. The sample of this cross-sectional study consisted of 1,761 participants. The EO scale and a curiosity scale were applied. In addition, participants were asked, based on their perception, how likely they were to start their own business within the next 5 years. A simple moderation analysis was considered to test the moderating role of both types of curiosity in the relationship between EO and PSB. Next, a double moderation analysis was carried out in order to identify, which sociodemographic variables moderate the moderating effect of curiosity. The results show that only the D-type component moderates the relationship between EO and PSB: The higher the D-type curiosity, the stronger the association between EO and PSB. In terms of sociodemographic variables, neither culture nor gender showed a moderating effect on the moderation exerted by D-type curiosity. While, age did moderate the moderating effect of D-type curiosity on the relationship between EO and PSB. Results are discussed in terms of spirituality and the resolution of problems associated with the entrepreneurial process, considering cognitive and psychological factors, particularly with an emphasis on explaining why only D-type curiosity shows a moderating effect. Finally, the limitations of the study and potential future lines of research are pointed out. (shrink)

Curiosity and imagination have been neglected in epistemology. This paper argues that the role of curiosity and imagination is central to the way we think, regardless of whether it is thinking about problems of ethics or problems of science. In our ever more materialistic society, curiosity and reason are either discouraged or narrowly channeled. I shall argue that the role of curiosity and imagination for both science and ethics is so important that nurturing them can be (...) seen as an ethical obligation and suppressing them as ethically problematic. (shrink)

THE LAND OF CURIOSITY has evolved over the past several years as a result of discussions I have had with groups of 4th, 5th, and 6th graders. It all began many years ago in my daughter's 4th grade class. I wanted the group with whom I met once a week to think about rules. So I wrote a little episode about The Basic Rule. The responses to this episode were used as a basis for another episode, this one dealing (...) with The Golden Rule. Responses to that episode led to yet another one on rules. (shrink)

Curiosity and creativity are manifestations of novelty-seeking mechanisms, closely intertwined and interdependent. This principle aligns seamlessly with the foundational tenets of Langerian mindfulness, which places novelty seeking as a cornerstone. Creativity, curiosity, openness, and flexibility all harmoniously converge in this framework. Spanning over four decades, research in the realm of mindfulness has diligently delved into the intricate interplay among these constructs.

Beginning with Jacques Derrida’s Beast and the Sovereign, I identify two forms of curiosity: 1) scientific curiosity, which proceeds through objective dissection and 2) therapeutic curiosity, which proceeds through observational confinement. Through an analysis of Derrida’s treatment of both sorts of curiosity, I notice and develop a third, deconstructive form of curiosity. Through repeated turn to the work of Sarah Kofman, I characterize this third curiosity as, by turns, linguistic, animal, and critical. As linguistic, (...) this curiosity is a penchant for wordplay and a keenness for the unsteady reservoirs of signification, resisting any clean dissection of meaning or the confinement of terms. As animal, it tracks a scent, regularly suspending its paw, as if to emphasize the meandering and precarious quality of knowledge. And as critical, it combats the illusions of pure revelation and instead draws attention to the conjuring trick, the systematic substitution of signs, undergirding it. Finally, I consider in what way Derrida’s resistance to philosophy may be read on the grounds not of a singular wonder but of multiple curiosities. (shrink)

What is feminist curiosity? Or better yet, how is feminist curiosity practiced, where is it practiced, and with whom is it practiced? In this essay, I develop a philosophical account of feminist curiosity by drawing on direct contributions from the feminist philosophical tradition, but also by interweaving scattered testaments to feminist curiosity from critical race theory, intersex studies, disability studies, and trans studies. What surfaces in this inquiry is an account of feminist curiosity that goes (...) far beyond the act of asking feminist questions. Feminist curiosity proper, I suggest, reconfigures not simply what gets asked, but with whom, where, and how inquiry happens. Feminist curiosity is rooted in companionship (with self and others), reorients time (a visionary future, but also a material past and present), and resists oppressive forms of inquiry such as spectacularization and the presumptions of access. As such, feminist curiosity is committed not only to a relational world but to a relational investigation of that world. (shrink)

The present study investigated how knowledge-gaps, measured by feeling-of-knowing, and individual differences in epistemic curiosity contribute to the arousal of state curiosity and exploratory behaviour for 265 (210 women, 55 men) university students. Participants read 12 general knowledge questions, reported the answer was either known (“I Know”), on the tip-of-the-tongue (“TOT”), or unknown (“Don't Know”), and indicated how curious they were to see each answer, after which they could view any answers they wanted. Participants also responded to the (...) Epistemic Curiosity (EC) and Curiosity as a Feeling-of-Deprivation (CFD) scales. “TOT” was associated with the smallest knowledge-gap, most curiosity and exploration, and feelings of uncertainty and tension as measured by the CFD scale. “Don't Know” corresponded with the largest knowledge-gap, less curiosity and exploration, and positive feelings of interest as measured by the EC scale. “I Know” states, which reflected the absence of a knowledge-gap, involved the least curiosity and exploration. (shrink)

This trilingual volume brings together the papers presented at the international conference held at the Accademia dei Lincei on October 7–8, 2015.

(1996). “A real curiosity”: Charles Darwin reflects on a communication from Rabbi Naphtali Levy. The European Legacy: Vol. 1, Science and Religion in Modern Western Thought, pp. 1716-1727.

Virtues commonly associated with physicians and other healthcare professionals include empathy, respect, kindness, compassion, trustworthiness, and many more. Building upon the work of Bortolloti, Murphy-Hollies, and others, I suggest that curiosity as a virtue has an integral role to play in healthcare, namely, in helping to make those who are invisible, visible. Practicing the virtue of curiosity enables one to engage with and explore the experiences of patients and contributes toward building a physician–patient relationship of trust. As the (...) perspectives and experiences of patients can be too often dismissed or lost within medical settings, curiosity can allow physicians to deeply know their patients, and thus provide better care. However, caution must be exercised so as to not to venture into inappropriate curiosity, where questions are asked for improper reasons or to help satisfy the personal interest of physicians. Finally, I sketch out two cases—on chronic pain and on vaccine hesitancy—to illustrate where curiosity can play a valuable role. (shrink)

In this paper, I explore the role that the intellectual virtue of curiosity can play in response to some of the most pressing challenges of the Information Age. I argue that virtuous curiosity represents a valuable characterological resource for the twenty-first century, in particular, a restricted form of curiosity, namely inquisitiveness. I argue that virtuous inquisitiveness should be trained and cultivated, via the skill of good questioning, and discuss the risks of failing to do so in relation (...) to the design and use of novel technologies. If left unchecked, I argue, vicious forms of curiosity can emerge, with broad implications for society as a whole. Thus, we should seek to cultivate virtuous curiosity and teach the skill of good questioning to those of us (in principle, all of us) who use and rely on technology in our work and lives. (shrink)

Tomasello et al. argue that cultural cognition derives from humans' unique motivation to share psychological states. We suggest that what underlies this motivation is children's propensity to seek out the underlying causes of behavior. This propensity, combined with children's competence at it, makes them especially skillful at acquiring the intentional, conventional, and reliable forms that constitute culture.

It's too easy to say of Mai '68 that the police are incurious while protesters are curious, that administrators are incurious and students are curious. A more honest assessment of these moments, striated as they are with social tensions, would identify at least two modes of inquiry and two sets of questions vying for dominance: the one located on the side of the status quo, the other on the side of change. In what follows, I provide historico-theoretical resources to justify (...) that assessment. I first review Michel Foucault and Jacques Ranciere's theories of the police, identifying the incipient role of curiosity in their accounts both of resistance and of power and the police. I then turn to the Prisons Information Group (GIP), where I trace the clear clash between state curiosity as implemented by police and resistant curiosity as practiced by GIP activists. Finally, in light of this clash, I explore implications for interpreting Mai '68 and Black Lives Matter as instances of curiosities at war. (shrink)

I start with a critical discussion of some attempts to ground epistemic normativity in curiosity. Then I develop three positive proposals. The first of these proposals is more or less purely philosophical; the second two reside at the interdisciplinary borderline between philosophy and psychology. The proposals are independent and rooted in different literatures. Readers uninterested in the first proposal (and the critical discussion preceding it) may nonetheless be interested in the second two proposals, and vice versa. -/- The proposals (...) are as follows. First I argue that, among several ways in which the notion of curiosity might be used to delineate significant truths from trivial ones, a particular way is the most promising. Second, I argue that curiosity has some underappreciated epistemic roles involving memory. Third, I argue that curiosity has some underappreciated epistemic roles involving coherence. (shrink)

It is no longer controversial or suspicious to be curious. But, until recently, there has been little curiosity about curiosity itself. This has begun to change, with the publication of a series of books asking what curiosity is and why it matters. Though an eclectic and slippery subject, taking different forms in different times and places, curiosity has two common threads. The first is ‘care’, comprising commitment or interest (committed rather than ‘mere’ curiosity) and a (...) quality of attention (carefulness). The second is concerned with ‘questions’, and this highlights the drivers and parameters of enquiry: the mixture of virtue, pleasure and passion that drives explorers (in all their forms) to uncover the new. Critical attention to curiosity – examining relations of care that drive curiosity, and drawing attention to the origin and form of questions – speaks to fundamental questions about knowledge: how we come to know the things we know. (shrink)

Hume concludes Book II of his Treatise of Human Nature with a section on the passion of curiosity, ‘that love of truth, which was the first source of all our enquiries’. At first sight, this characterisation of curiosity – as the motivating factor in that specifically human activity that is the pursuit of knowledge – may seem unoriginal. However, when Hume speaks of the ‘source of all our enquiries’, he is referring both to the universal human pursuit of (...) knowledge and to his own philosophical project. Seen in this light, his discussion of curiosity takes on a new significance, as it weaves together elements of his systematic account of human nature – notably, his theory of cognition and motivation – with observations about the pursuit of philosophy as well as the progress of the arts and sciences. In the present paper, I offer a reconstruction of Hume’s view on curiosity and its role in cognition and inquiry. (shrink)