Our aim in this paper is to argue that Socrates is an intellectual character builder. We show that the Socratic Method, properly understood, is a tool for developing the intellectual character of students. It motivates agents towards the truth and helps them to develop the cognitive skills to gain knowledge of the truth. We further elucidate this proposal by comparing the Socratic Method, so understood, with the widely held contemporary view that the epistemic aim of education (...) is the development of the intellectual virtues. (shrink)

My main aim in my thesis is to show that, contrary to the commonly held belief according to which Aristotle was the first to conceive and develop intellectual virtues, there are strong indications that Plato had already conceived and had begun developing the concept of intellectual virtues. Nevertheless, one should not underestimate the importance of Aristotle’s work on intellectual virtues. Aristotle developed a much fuller (in detail and argument) account of both, the concept of ‘virtue’ and the concept of ‘intellect’, (...) metaphysically, epistemologically and psychologically. Still, the first conception of intellectual virtues is to be found in the Platonic corpus. Such a realization is not only of historic interest, but most importantly, as I am going to show, the Platonic conception of intellectual virtues could prove promising in contemporary debates on virtue epistemology theories and in virtue-based approaches to education. Plato’s discussion of rational desires is the strongest indication of the presence of the concept of intellectual virtues in Platonic dialogues. Rational desires are constitutive of intellectual virtues: desires are dispositional; rational desires are dispositions to pursue rational goods. Intellectual virtues are such dispositions. Additionally, there is further evidence that Plato had conceived of intellectual virtues. His rigorous educational program in the Republic aims at the development of rational desires, while in the Symposium he discusses the intense rational desire to know the Good. Nevertheless, in order to be intellectually virtuous, one must not only have a desire for knowledge; one must also be systematically and reliably successful in achieving the end of their rational desires. I will show that the success component of Plato’s intellectual virtues can be found in his dialectic method. Plato’s dialectic is both a virtue developer and a reliable method used by philosophers in order to reach the objects of their rational desires. I will argue that episteme is one of Plato’s primary intellectual virtues. Towards this end, I will invoke Pritchard’s recent argument according to which understanding, which is distinct from knowledge, is a form of cognitive achievement and therefore what is finally valuable. I will argue, based on textual evidence from the middle Platonic dialogues and recent discussions in the exegetical literature, that Plato’s episteme, although commonly translated as knowledge, is closer to Pritchard’s conception of understanding. I will also show that Plato’s episteme, similarly to Pritchard’s conception of understanding, is a cognitive achievement that cannot be attained by luck or testimony. The Platonic conception of intellectual virtues has something unique to offer to contemporary virtue epistemology. Plato, unlike Aristotle, does not differentiate between theoretical and practical wisdom. A wise agent, according to Plato, is wise in both practical and theoretical matters. Moreover, Plato, unlike Aristotle does not make a sharp distinction between moral and intellectual virtues. Therefore, the Platonic conception of intellectual virtues, in comparison to the Aristotelian, offers a more suitable starting point for scholars who want to argue that intellectual virtues are but a subpart of moral. Furthermore, I will argue that the Platonic conception of intellectual virtues is also of significant merit for virtue-based approaches to education. Plato questioned whether we can attain knowledge but nevertheless went on to develop his Socratically inspired theory of education according to which we can teach learning without knowing. Socrates proclaimed his ignorance numerous times; nevertheless, he went on to educate the youth of Athens. This is what I will suggest that Plato’s notion of intellectual virtues can contribute to theories of education: we should teach children not by transferring knowledge to them directly but by building dispositions into them to seek and acquire the truth. I will argue that although somewhat ignored by contemporary scholars, Plato’s theory of education has much to teach us about epistemic character education today. The Platonic educational program does not advocate the direct transmission of knowledge from the teacher to the student but rather focuses on building the learners’ epistemic dispositions. Building upon the Socratic method, Plato’s educational program does not “spoon-feed” knowledge to the learners but rather fosters the growth of intellectual virtues through problem-solving. The Platonic decades long educational regime aims at training Philosopher-Kings in three types of virtue: (i) Moral Virtue; (ii) the Cognitive Virtue of Abstraction; (iii) the Cognitive Virtue of Debate. I will explain ways in which fostering intellectual virtues through problem-solving could be applied in classrooms today and I will argue that Plato’s rigorous education program is of definite merit for contemporary theories of education, especially given the fact that scholars in the field are looking for alternatives to the traditional methods of teaching. I will also dedicate a section to showing that Socrates was not a moral philosopher but rather an epistemic character builder. Socrates trained his students/interlocutors in desiring the truth without offering them any knowledge-education. I will also briefly highlight some of the most significant differences between the Platonic educational program, as described in the Republic, and the Socratic educational method. I will also discuss, before concluding my thesis, two different accounts of educational failure as presented by Plato in the Republic. The first one is the individuals employing the eristic method (as a result of failure in dialectic education) and the second is the individuals who correspond to the four imperfect societies (brought about again by the lack of proper education). I will argue that these two accounts can inform our understanding of what should be avoided when educating for epistemic (and moral) virtue nowadays. (shrink)

Recent proposals for a “critical character epistemology” attend to the ways in which environments, institutions, social practices, and relationships promote the development of epistemic vice whilst acknowledging that the contexts of differently situated agents demand different epistemic character traits. I argue that a tension arises between two features of critical character epistemology: the classification as “epistemically corrupting” of environments, institutions, or structures which promote the development of epistemic vice; and commitment to normative contextualism—the doctrine (...) that the normative status (the status of a trait as a virtue or as a vice) of some or all epistemic character traits is context-dependent. I show how these two features lead to the claim that certain traits both are epistemic virtues and hinder the development of epistemic virtues. To make such an evaluation consistent, I propose a modified form of normative contextualism: dual-level normative contextualism. (shrink)

Recent proposals for a “critical character epistemology” attend to the ways in which environments, institutions, social practices, and relationships promote the development of epistemic vice whilst acknowledging that the contexts of differently situated agents demand different epistemic character traits. I argue that a tension arises between two features of critical character epistemology: the classification as “epistemically corrupting” of environments, institutions, or structures which promote the development of epistemic vice; and commitment to normative contextualism—the doctrine (...) that the normative status (the status of a trait as a virtue or as a vice) of some or all epistemic character traits is context-dependent. I show how these two features lead to the claim that certain traits both are epistemic virtues and hinder the development of epistemic virtues. To make such an evaluation consistent, I propose a modified form of normative contextualism: dual-level normative contextualism. (shrink)

If responsibility for character requires (among other things) having knowledge of the quality of one’s character, and this knowledge requires having at least some good aspects of character, we seem to come to startling conclusions. First, as Neil Levy argues, the worse one is morally speaking, the less one is responsible for being morally bad. Second, the truly bad are excused for their bad characters. I present several arguments against Levy’s view. First, I argue that the initial (...) conclusion does not follow. It is not the case that the worse a person is, the less responsible she is for her character. A person may still have other aspects of character that enable her to fulfill this part of the epistemic condition. Further, both Aristotle and empirical research on character indicate that most people have such aspects. Second, I consider the truly morally bad. I show that most people voluntarily develop their characters and so – aside from rare cases of abuse, neglect, or congenital disorders – the vicious become so voluntarily. In this vein, I thirdly show that partial moral understanding is sufficient to meet the epistemic condition for character responsibility and most people have this. (shrink)

In this paper, I will present and defend an argument from the conditional character of inferential justification against the version of epistemic infinitism Klein advances. More specifically, after proposing a distinction between propositional and doxastic infinitism, which is based on a standard distinction between propositional and doxastic justification, I will describe in considerable detail the argument from conditionality, which is mainly an argument against propositional infinitism, and clarify some of its main underlying assumptions. There are various responses to (...) be found in Klein’s works to this argument, and my aim is to show that none of those responses can be plausibly held without infinitism losing its title to being a genuine non-skeptical alternative. (shrink)

How can democratic governments be relied upon to achieve adequate political knowledge when they turn over their authority to those of no epistemic distinction whatsoever? This deep and longstanding concern is one that any proponent of epistemic conceptions of democracy must take seriously. While Condorcetian responses have recently attracted substantial interest, they are largely undermined by a fundamental neglect of agenda-setting. I argue that the apparent intractability of the problem of epistemic adequacy in democracy stems in large (...) part from a failure to appreciate the social character of political knowledge. A social point of view brings into focus a number of vital factors that bear on our understanding of democratic epistemology and our assessment of its prospects: the essential role of inclusive deliberation, the public's agenda-setting function, institutional provisions for policy feedback, the independence of expert communities, and the knowledge-pooling powers of markets. (shrink)

Thought: A Journal of Philosophy, Volume 8, Issue 4, Page 278-285, December 2019.

This paper develops a contextualist account of certain recalcitrant embedding phenomena with epistemic modals. I focus on three prominent objections to contextualism from embedding: first, that contextualism mischaracterizes subjects’ states of mind; second, that contextualism fails to predict how epistemic modals are obligatorily linked to the subject in attitude ascriptions; and third, that contextualism fails to explain the persisting anomalousness of so-called “epistemic contradictions” in suppositional contexts. Contextualists have inadequately appreciated the force of these objections. Drawing on (...) a more general framework for implementing a contextualist theory, I argue that we can derive the distinctive embedding behavior of epistemic modals from a particular contextualist interpretation of a standard semantics for modals, general mechanisms of local interpretation, and typical features of discourse contexts. Examining embedding phenomena with epistemic modals raises difficult broader issues about conventionalization and pragmatic reasoning, the varieties of context-sensitive language, and the roles of context in interpretation. The paper concludes by briefly examining how the proposed contextualist account compares with certain relativist/expressivist accounts. (shrink)

Suppose that, while looking at a red strawberry under normal conditions, I form the judgment that there is something red in front of me. We may stipulate that my judgment is based on my experience of the red strawberry. As a result, my judgment is justified by my experience. In virtue of what aspects of my experience is my judgment justified? In particular: Does the phenomenal character of my experience of something red play an important role in the justification (...) of my judgment? I want to examine this question by looking at an interesting and provocative attempt by David Sosa (2015) to answer it in the negative. I will argue that the failure of Sosa’s attempt to defend a negative answer to the Question stands to teach us important lessons about the relation between experience and epistemic justification. (shrink)

My interest lies in offering a phenomenological perspective on how noise is experienced, with particular attention to what may be common to different sorts of noise phenomena. As a counterpoint to the notion that noise is an empty or constructed notion, I argue for two desiderata of a phenomenological account of noise; accommodating a plurality of noise experiences, on the one hand, and clarifying their specific phenomenal character, on the other. I then pursue these desiderata by turning to an (...) examination of some contemporary views of perception that have implications for how the phenomenal character of perceptual noise in particular is to be understood; an epistemic misfire view and a sensory misfire view. After clarifying each and its appeal, I convey concerns about the one and the other. I propose a third alternative for further exploration - a perceptual disjoint view - and point to how it ought to explored. On the premise that there is something like a unity of consciousness or experience, I lay out the idea that there may then be many forms of 'disunities' of experience. From an analysis of the latter, I suggest, one may account for many different types of experiences of noise, though with a common ‘phenomenal’ thread running through them. (shrink)

Naïve Realism claims that the Phenomenal Character of perception is constituted by the mind-independent objects one perceives. According to this view, the Phenomenal Character of perception is object-dependent: experiences of different objects have different Phenomenal Characters, even if those objects are qualitatively identical. Proponents of Naïve Realism often defend this conception by arguing that it is necessary to accommodate the cognitive role of perceptual experience. John Campbell has presented the most influential version of this argument, according to which (...) only an object-dependent conception of the Phenomenal Character of experience can explain its epistemic role—how (conscious) perception ‘justifies’ the patterns of inference that reflect our conception of mind-independence. In this paper, I argue that Campbell’s argument is unsound. First, I reconstruct the relevant patterns and argue that, independently of one’s conception of Phenomenal Character, perceptual experience does not ‘justify’ them in the way Campbell intends—by making their validity transparent to the subject. Second, I suggest that perception justifies those patterns by justifying their premises. I argue that a Representationalist, object-independent conception of its Phenomenal Character is at least as well suited as an object-dependent one to explain how this is possible. This undermines one of the main motivations to endorse a Naïve Realist, object-dependent account of the Phenomenal Character of perception. (shrink)

We assume a central thesis about modal auxiliaries due to Angelika Kratzer, the modal base presupposition: natural language expressions that contain a modal component in their meaning, including all English modal auxiliaries and epistemic modal auxiliaries (EMA)s in particular, presuppose a modal base, a function that draws from context a relevant set of propositions which contribute to a premise-semantics for the modal. Accepting this thesis for EMAs leaves open (at least) the following two questions about the meaning of English (...) EMAs like _must_ and _might_: (i) What constraints, if any, are there on the character of the premise set for an EMA? And (ii) what is the nature of the relationship between premises and conclusion that is required for truth of the EMA statement? I argue for at least a partial answer to (i), with a hypothesis about constraints on the modal base for an EMA: EMAs, unlike some other types of modals, are indexical: They are anchored to an agent-in-a-situation whose doxastic state is currently under discussion in the context of utterance. Realized in a Kratzerian semantics, indexicality sheds new light on a number of outstanding puzzles, including the widely observed variability of anchoring of EMAs, the ways in which EMAs differ from so-called root modals, Yalcin’s (Mind 116:983–1026, 2007) puzzle (a version of Moore’s paradox for epistemic modals embedded under attitudes), how to explain the apparent weakness of necessity EMAs, and problems with second order belief and disagreement. (shrink)

I argue that, although education should have positive effects on students’ epistemic character, it is often actually damaging, having bad effects. Rather than cultivating virtues of the mind, certain forms of education lead to the development of the vices of the mind - it is therefore epistemically corrupting. After sketching an account of that concept, I offer three illustrative case studies.

This paper proposes a novel educational approach to epistemic vice rehabilitation. Its authors Gerry Dunne and Alkis Kotsonis note that, like Quassim Cassam, they remain optimistic about the possibility of improvement with regard to epistemic vice. However, unlike Cassam, who places the burden of minimizing or overcoming epistemic vices and their consequences on the individual, Dunne and Kotsonis argue that vice rehabilitation is best tackled via the exemplarist animated community of inquiry zetetic principles and defeasible-reasons-regulated deliberative processes. (...) The vice-reduction method they propose is made up of four distinct yet complementary components: (1) positive exemplarism of epistemic virtue (saints), (2) negative exemplarism of epistemic vice (sinners), (3) direct teaching/instruction, and (4) cognitive apprenticeship. Dunne and Kotsonis argue that this pedagogical intervention appropriately considers learnings deriving from forensic scrutiny of both ideal and non-ideal interpersonally calibrated zetetic features integral to knowledge acquisition as well as wider societal influences impacting the development of agents' epistemic character. It bridges research on vice epistemology (Cassam's obstructivist theory), social epistemology (corrupted social processes mitigating against vice rehabilitation), virtue epistemology, and moral exemplarism. (shrink)

In this essay, I seek to determine what it is for a belief to be justified. Along the way, I examine various recent theories of justifiedness, attending especially to those of Alvin Goldman and Hilary Kornblith. With Goldman and Kornblith, I argue that a belief's justifiedness derives from its etiology--that for a belief to be justified is for there to be something good about certain of the conditions to which it owes its existence. My disagreement with these theorists is over (...) what is good about a justified belief's etiology. Specifically, I argue that the justifiedness or unjustifiedness of one's beliefs is determined by the virtuousness or viciousness of his epistemic character--and that epistemic virtues and vices are so called because they are the epistemic offshoots of underlying character-traits that are prized, or despised, irrespective of any specifically cognitive interests. I thus reject the traditional assumption that it is from the point of view of such interests that beliefs are approved as justified or disapproved as unjustified: Contrary to such truth-centered theories as Goldman's and Kornblith's, I argue in the end that truth has no place in a faithful account of justified belief. (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)

This paper proposes a novel educational approach to epistemic vice rehabilitation. Its authors Gerry Dunne and Alkis Kotsonis note that, like Quassim Cassam, they remain optimistic about the possibility of improvement with regard to epistemic vice. However, unlike Cassam, who places the burden of minimizing or overcoming epistemic vices and their consequences on the individual, Dunne and Kotsonis argue that vice rehabilitation is best tackled via the exemplarist animated community of inquiry zetetic principles and defeasible-reasons-regulated deliberative processes. (...) The vice-reduction method they propose is made up of four distinct yet complementary components: (1) positive exemplarism of epistemic virtue (saints), (2) negative exemplarism of epistemic vice (sinners), (3) direct teaching/instruction, and (4) cognitive apprenticeship. Dunne and Kotsonis argue that this pedagogical intervention appropriately considers learnings deriving from forensic scrutiny of both ideal and non-ideal interpersonally calibrated zetetic features integral to knowledge acquisition as well as wider societal influences impacting the development of agents' epistemic character. It bridges research on vice epistemology (Cassam's obstructivist theory), social epistemology (corrupted social processes mitigating against vice rehabilitation), virtue epistemology, and moral exemplarism. (shrink)

‘Bad’ epistemic behaviour is unfortunately commonplace. Take, for example, those who believe in conspiracy theories, trust untrustworthy news sites or refuse to take seriously the opinion of their epistemic peers. Sometimes this kind of behaviour is sporadic or “out of character”; however, more concerning are those cases that display deeply embedded character traits, attitudes and thinking styles (Cassam 2016). When this is the case, these character traits, attitudes and thinking styles are identified by vice epistemologists (...) as epistemic or intellectual vices. Considering that these vices often block or subvert the acquisition of epistemic goods such as knowledge or truth, it is important for epistemologists to understand how these kinds of traits can be most effectively mitigated. One currently unexplored way in which we might go about doing so is by employing epistemically paternalistic strategies, particularly the strategy of “epistemic nudging” (here on EN)—the practice of altering an agent’s decision-making capacities toward a desired outcome (Thaler and Sunstein 2009). -/- By bringing together two underexplored areas of epistemology yet to be discussed in connection to one another, this chapter will examine whether epistemic nudging can be employed as a successful practice to combat our epistemic vices. Despite prima facie appeal, I will argue that epistemic nudging at the very best amounts to a superficial and short-lived way of addressing epistemic vices. Additionally, I argue that the practice of EN can often lead to the creation of further vices, specifically the vice of epistemic laziness, as identified by Ian Kidd (2017). (shrink)

Epistemic trustworthiness is defined as a complex character state that supervenes on a relation between first- and second-order beliefs, including beliefs about others as epistemic agents. In contexts shaped by unjust power relations, its second-order components create a mutually supporting link between a deficiency in epistemic character and unjust epistemic exclusion on the basis of group membership. In this way, a deficiency in the virtue of epistemic trustworthiness plays into social/epistemic interactions that (...) perpetuate social injustice. Overcoming that deficiency and, along with it, normalized practices of epistemic exclusion, requires developing a self-critical perspective on the partial, socially-located character of one's perspective and the consequent epistemic value of inclusiveness. (shrink)

The presence of luck in our cognitive as in our moral lives shows that the quality of our intellectual character may not be entirely up to us as individuals, and that our motivation and even our ability to desire the truth, like our moral goodness, can be fragile. This paper uses epistemologists' responses to the problem of “epistemic luck” as a sounding board for this fragility; it locates the source of much of the internalist-externalist debate in epistemology in (...) divergent, value-charged “interests in explanation,” which epistemologists bring with them to discussions of knowledge and justification. In so doing, It delineates commonalities and key differences between those authors I describe as virtue reliabilists and those I describe as virtue responsibilists, while showing how they each provides resources for leading beyond the impasse between internalism and externalism as standardly understood in the literature. (shrink)

This paper offers an overview of the philosophical work on epistemic injustices as it relates to psychiatry. After describing the development of epistemic injustice studies, we survey the existing literature on its application to psychiatry. We describe how the concept of epistemic injustice has been taken up into a range of debates in philosophy of psychiatry, including the nature of psychiatric conditions, psychiatric practices and research, and ameliorative projects. The final section of the paper indicates future directions (...) for philosophical research of epistemic injustices and psychiatry, concerning neurocognitive disorders, identity prejudices in psychiatric illness, concepts of epistemic privilege in psychiatry, and the prospects for combining phenomenological psychopathology and epistemic justice. We argue that much remains to be done in the conceptualization of these epistemic injustices and suggest that this future work should be multidisciplinary in character and sensitive to the phenomenology of psychiatric conditions. (shrink)

Epistemic trust is an unacknowledged feature of medical knowledge. Claims of medical knowledge made by physicians, patients, and others require epistemic trust. And yet, it would be foolish to define all epistemic trust as epistemically responsible. Accordingly, I use a routine example in medical practice to illustrate how epistemically responsible trust in medicine is trust in epistemically responsible individuals. I go on to illustrate how certain areas of current medical practice of medicine fall short of adequately distinguishing (...) reliable and unreliable processes because of a failure to systematically evaluate health outcomes. I conclude by articulating the devastating obstacles to the consilience assumption, which takes intellectual character as the standard for epistemic responsibility. (shrink)

The aim of this paper is to offer an account of epistemic justification suitable for the context of theory pursuit, that is, for the context in which new scientific ideas, possibly incompatible with the already established theories, emerge and are pursued by scientists. We will frame our account paradigmatically on the basis of one of the influential systems of epistemic justification: Laurence Bonjour’s coherence theory of justification. The idea underlying our approach is to develop a set of criteria (...) which indicate that the pursued system is promising of contributing to the epistemic goal of robustness of scientific knowledge and of developing into a candidate for acceptance. In order to realize this we will (a) adjust the scope of Bonjour’s standards—consistency, inferential density, and explanatory power, and (b) complement them by the requirement of a programmatic character. In this way we allow for the evaluation of the “potential coherence” of the given epistemic system. (shrink)

Quantum mechanics notoriously faces the measurement problem, the problem that if read thoroughly, it implies the nonexistence of definite outcomes in measurement procedures. A plausible reaction to this and to related problems is to regard a system's quantum state |ψ> merely as an indication of our lack of knowledge about the system, i.e., to interpret it epistemically. However, there are radically different ways to spell out such an epistemic view of the quantum state. We here investigate recent developments in (...) the branch that introduces hidden variables λ in addition to the quantum state |ψ> and has its roots in Einstein's views. In particular, we confront purported achievements of a concrete model that has been considered to serve as evidence for an epistemic view of the envisioned kind, as well as specific no-go results and their import. It will be argued that while an epistemic account of the particular kind is not straightforwardly ruled out by the no-go results, they demonstrate that the evidential character of the model(s) discussed rests on a rather shaky foundation, and that they make some achievements widely recognized in the literature appear worthy of doubt. (shrink)

Despite the recent growth of studies in virtue epistemology, the intellectual virtue of epistemic collaborativeness has been overlooked by scholars working in virtue theory. This is a significant gap in the literature given the import of well-motivated and skillful epistemic collaboration for the flourishing of human societies. This paper engages in an in-depth examination of the intellectual virtue of epistemic collaborativeness. It argues that the agent who possesses this acquired character trait is (i) highly motivated to (...) engage in epistemic collaboration (out of her rational desire for intellectual ends), (ii) competent at the characteristic activity of epistemic collaborativeness and (iii) has good judgement as to when and with whom it is epistemically appropriate to engage in epistemic collaboration. Furthermore, this paper discusses the place of epistemic collaborativeness among the virtues and argues that it is an overarching virtue—i.e. it presupposes certain other intellectual virtues although it remains distinguishable from them. Theoretical and practical merits of this virtue are also presented and considered. The virtue of collaborativeness highlights the social dimension of intellectual virtues and could be of significant value for contemporary virtue-based approaches to education. (shrink)

I offer a way to reflect on and taxonomise the vices of the mind. This is the idea of capital vices, an idea that has, historically, been mainly confined to moral and spiritual character traits, but is able to play a role in vice epistemology—or so I propose.

Recent developments in epistemology have shifted away from idealised perspectives on knowledge acquisition towards an examination of the myriad of ways in which our epistemic practices go astray. This evolution has given rise to the field of non-ideal epistemology, which explores the realities that emerge when individuals and communities falter in their epistemic practices (Barker et al. 2018; Bernecker et al. 2021; Mckenna 2023). This focus extends across various dimensions of applied and social epistemology, addressing issues such as (...) bad epistemic characters, the erosion of trust, epistemic injustice, ignorance, fake news, and corruption. A significant manifestation of this recent shift in non-ideal epistemology is evident in the burgeoning field of vice epistemology. Epistemic vices are dispositions, attitudes and ways of thinking that make us bad thinkers, in so far as they prevent us from acquiring and sharing knowledge, manifest bad motives, and desires, or disrupt both individual and collective epistemic functioning (Kidd et al. 2020). These vices are harmful to the vice-bearer in so far as they distort and impair cognitive faculties, leading to flawed reasoning, and biased judgement, hindering the attainment of epistemic goods such as genuine understanding and knowledge (Cassam 2019a; Medina 2012, 2020; Priest 2020). These harms also extend beyond the individual, contributing to the perpetuation of misinformation and the erosion of trust within social networks and communities (Baird and Calvard 2018; Fricker 2020; Medina 2020; Sullivan and Alfano 2020). The acknowledgement of the social nature of epistemic vices is being increasingly recognised. This recognition underscores that epistemic vices can extend beyond individuals and be held by collectives, including educational institutions, online environments, and prisons (Kidd 2019, 2020; Fricker 2020; Medina 2020; Tanesini 2021). In light of the harms arising from these bad epistemic practices, inquiries into how to respond to and address these wrongs have been crucial. This has led to considerations of responsibility and ameliorative solutions, seeking to rectify these adverse effects (Cassam 2019a; Holroyd 2016; Sherman and Goguen 2019; Tanesini 2021). These ameliorative solutions also extend beyond individual-based strategies to include structural and social solutions. This thesis contributes to these growing debates by focusing on the harms associated with epistemic vices and exploring ways to address them. In Chapters 2 and 3, I focus on some foundational aims in vice epistemology, evaluating three prominent accounts of epistemic vice: obstructivism, motivationalism and personalism (Battaly 2016a, 2018a; Cassam 2016, 2019a; Tanesini 2018, 2021). Within these chapters, I also focus on the harmful nature of epistemic vices and whether vice-bearers should be held responsible for their vices, and if so, what form this responsibility would take. In Chapter 4, I evaluate the role of blame as a response to vice more closely, focusing on its epistemic and ameliorative nature. In Chapters 5, 6 and 7, I turn to assess themes in applied epistemology. Still focusing on the harms of epistemic vices and possible solutions, I examine whether epistemic nudging, a paternalistic method of nudging individuals towards epistemically desirable outcomes, may assist in the mitigation of epistemic vice (Adams and Niker 2021; Grundmann, 2021:213; Miyazono 2023:2). I then focus on how epistemic vices are manifested in online environments, particularly those where information disorder is present (Wardle 2019). Finally, I conclude with an examination of institutional vices, which I argue can act as indicators of institutional trustworthiness. (shrink)

The notion of a joint action is a familiar one in the philosophical literature. Moreover, the notion of epistemic action has recently been discussed in the literature. Elsewhere I have suggested that these two notions can be brought together to yield the notion of joint epistemic action and provided a relational individualist analysis of joint epistemic actions. In this article I extend this analysis and show how this extended analysis applies to different kinds of important epistemic (...) institutional phenomena: voting in a democracy; financial benchmarks, e.g. LIBOR rate) and; profiling using computer databases. Each of these institutional mechanisms is important in its own right. Moreover, each is a species of a more widespread generic social form that I refer to as joint institutional mechanisms which, I suggest, are ubiquitous yet somewhat diverse in character. Accordingly, there is a need to distinguish them from the more basic phenomenon of joint action but also to taxonomise them. The latter is a large task to which this article is a first step. (shrink)

Is it possible to disagree with someone without considering them cognitively flawed? The answer seems to be a resounding yes: disagreeing with someone doesn't entail thinking less of them. You can disagree with someone and not think that they are unreasonable. Deep disagreements, however, may challenge this assumption. A disagreement is deep when it involves many interrelated issues, including the proper way to resolve the disagreement, resulting in its persistence. The parties to a deep disagreement can hold neutral or even (...) positive judgements of each other's epistemic character, as parties’ judging each other's epistemic character negatively (i.e., epistemic disdain) is not a defining feature of deep disagreements. When analysing real-life cases, however, we find that epistemic disdain is typical of deep disagreements. In this article, I analyse why this is the case. Given that epistemic disdain undermines cognitive peerhood, the prospects of deep disagreements between epistemic peers seem bleak. Finally, it is discussed how the phenomenon of epistemic disdain, as it relates to deep disagreements, may increase affective polarisation. (shrink)

Why are mistaken beliefs about COVID-19 so prevalent? Political identity, education and other demographic variables explain only part of the differences between people in their susceptibility to COVID-19 misinformation. This paper focuses on another explanation: epistemic vice. Epistemic vices are character traits that interfere with acquiring, maintaining, and transmitting knowledge. If the basic assumption of vice epistemology is right, then people with epistemic vices such as indifference to the truth or rigidity in their belief structures will (...) tend to be more susceptible to believing COVID-19 misinformation. We carried out an observational study (US adult sample, n = 998) in which we measured the level of epistemic vice of participants using a novel Epistemic Vice Scale that captures features of the current competing analyses of epistemic vice in the literature. We also asked participants questions eliciting the extent to which they subscribe to myths and misinformation about COVID-19. We find overwhelming evidence to the effect that epistemic vice is associated with susceptibility to COVID-19 misinformation. In fact, the association turns out to be stronger than with political identity, educational attainment, scores on the Cognitive Reflection Test, personality, dogmatism, and need for closure. We conclude that this offers evidence in favor of the empirical presuppositions of vice epistemology. (shrink)

The paper examines the integration of virtue epistemology into the philosophy of science, emphasizing its potential to deepen our understanding of scientific inquiry. The article begins by considering the limitations of traditional epistemological frameworks that focus on beliefs. The discussion is set in the context of the “value turn” in contemporary epistemology. Arguments are made to move towards recognizing the significance of intellectual virtues and the nature of epistemic agents. The current gaps in definitions of intellectual virtues about reliabilist (...) and responsibilist approaches are examined and conceptual steps are proposed to bridge these gaps. It is suggested that the local and general epistemic goals of science should be clearly distinguished and then different ways of knowing should be attributed to these goals. These ways of knowing are proposed to be seen as exemplifying the realization of reliable skills and intellectual character traits. In sum, the article argues that adopting a virtue epistemology not only enriches the discourse on scientific knowledge but also promotes a culture of responsibility and integrity in the scientific community. (shrink)

What sorts of epistemic virtues are required for effective mathematical practice? Should these be virtues of individual or collective agents? What sorts of corresponding epistemic vices might interfere with mathematical practice? How do these virtues and vices of mathematics relate to the virtue-theoretic terminology used by philosophers? We engage in these foundational questions, and explore how the richness of mathematical practices is enhanced by thinking in terms of virtues and vices, and how the philosophical picture is challenged by (...) the complexity of the case of mathematics. For example, within different social and interpersonal conditions, a trait often classified as a vice might be epistemically productive and vice versa. We illustrate that this occurs in mathematics by discussing Gerovitch’s historical study of the aggressive adversarialism of the Gelfand seminar in post-war Moscow. From this we conclude that virtue epistemologies of mathematics should avoid pre-emptive judgments about the sorts of epistemic character traits that ought to be promoted and criticised. (shrink)

Among the phenomena that make up the mind, cognitive psychologists and philosophers have postulated a puzzling one that they have called ?epistemic feelings.? This paper aims to (1) characterize these experiences according to their intentional content and phenomenal character, and (2) describe the nature of these mental states as nonconceptual in the cases of animals and infants, and as conceptual mental states in the case of adult human beings. Finally, (3) the paper will contrast three accounts of the (...) causes and mechanisms of epistemic feelings: the doxastic account; the mental scanner account; and the heuristic mechanism account. The paper will argue in favor of the heuristic mechanism account. (shrink)

In the present paper I wish to regard constructivelogic as a self-contained system for the treatment ofepistemological issues; the explanations of theconstructivist logical notions are cast in anepistemological mold already from the outset. Thediscussion offered here intends to make explicit thisimplicit epistemic character of constructivism.Particular attention will be given to the intendedinterpretation laid down by Heyting. This interpretation, especially as refined in the type-theoretical work of Per Martin-Löf, puts thesystem on par with the early efforts of Frege andWhitehead-Russell. (...) This quite recent work, however,has proved valuable not only in the philosophy andfoundations of mathematics, but has also foundpractical application in computer science, where thelanguage of constructivism serves as an implementableprogramming language, and within the philosophy oflanguage.\footnote{Nordstr\"{o}m et al. give an overview of the work in computerscience, whereas Ranta provides an impressiveconstructivist alternative to Montague Grammar usingthe richer type structure of Martin-L\"{o}f in placeof the simple classical type theory of Church.} Mypresentation will be carried out through a contrastwith standard metamathematical work.\footnote{Troelstra and van Dalen give an encyclopedictreatment of the metamathematics of constructivism.}In the course of the development I have occasion tooffer some novel considerations on thenature of proof and inference. (shrink)

This chapter offers a virtue epistemological framework for making sense of the common complaint that scientism is arrogant, dogmatic, or otherwise epistemically vicious. After characterising scientism in terms of stances, I argue that their components can include epistemically vicious dispositions, with the consequence that an agent who adopts such stances can be led to manifest epistemic vices. The main focus of the chapter is the vice of closed-mindedness, but I go on to consider the idea that arrogance and dogmatism (...) are ‘cooperative vices’, ones liable to be activated by closed-mindedness. I conclude that determining whether or not any given stance is vicious will require sensitivity to the ontology of that stance and the psychology of the agents who adopt them. This would be contribute to our understanding both of scientism and of epistemic virtuous and vicious characters or psychologies. (shrink)

Focusing on cases which involve binding into epistemic modals with definite descriptions and quantifiers, I raise some new problems for standard approaches to all of these expressions. The difficulties are resolved in a semantic framework that is dynamic in character. I close with a new class of problems about de re readings within the scope of modals.

An epistemic virtue is a personal quality conducive to the discovery of truth, the avoidance of error, or some other intellectually valuable goal. Current work in epistemology is increasingly value-driven, but this volume presents the first collection of essays to explore whether virtue epistemology can also be naturalistic, in the philosophical definition meaning 'methodologically continuous with science'. The essays examine the empirical research in psychology on cognitive abilities and personal dispositions, meta-epistemic semantic accounts of virtue theoretic norms, the (...) role of emotion in knowledge, 'ought-implies can' constraints, empirically and metaphysically grounded accounts of 'proper functioning', and even applied virtue epistemology in relation to education. Naturalizing Epistemic Virtue addresses many core issues in contemporary epistemology, presents new opportunities for work on epistemic abilities, epistemic virtues and cognitive character, and will be of great interest to those studying virtue ethics and epistemology. (shrink)

The paper analyzes the meaning of color terms within the framework of Kaplan's character theory (which, when generalized to a treatment of hidden indexicality or dependence on the context world, can perfectly accommodate Kripke's notions of apriority and of (metaphysical) necessity). It explains this framework and why it might be fruitfully applied to color terms. Then it defends six theses: that (1) the predicate "is red" and (2) even the relation "appears red to" are hidden indexicals (i.e., have, as (...) used in English, different extensions in different context worlds), that (3) the phenomenal, the comparative, and the epistemic reading of "appears red to" are not three different readings, but reflect the context world dependence of this term, that (4) the statement "x is red iff x would appear red to most English-speaking people under normal conditions" is a priori in English, but analytic only in one reading and not in another, and that these observations account well for the epistemology of color terms and allow us to be metaphysically conservative by claiming that our context world is presumably such that (5) the statement "x appears red to y iff x (appropriately) causes y to be in a certain (disjunctive) neural state N" is necessarily true and (6) the statement "x is red iff the reflectance spectrum of the surface of x is of some (disjunctive) kind R" is necessarily true as well. (shrink)

Many pseudosciences, conspiracy theories and other unfounded belief systems have a self‐sealing nature, being equipped with defence mechanisms and immunizing strategies that protect them against counterevidence and criticism. In this article, we discuss the existence of ‘epistemic black holes’, belief systems which posit intelligent agents that are deliberately evading detection and thus sabotaging any investigation into their existence. These belief systems have the remarkable feature that they predict an absence of evidence in their favour, and even the discovery of (...) counterevidence. The most obvious instances of such epistemic black holes are unfounded conspiracy theories, but examples crop up in other domains as well. We outline the development and cultural evolution of epistemic black holes, drawing from a number of case studies. Most importantly, because of their self‐sealing character and resilience to counterevidence, epistemic black holes suffer from a recurring problem of arbitrariness and proliferating alternatives. Shedding light on how epistemic black holes function can help to inoculate people against their enduring allure. (shrink)

This paper is a beginning—an initial attempt to think of the function and character of epistemic norms as a kind of social norm. We draw on social scientific thinking about social norms and the social games to which they respond. Assume that people individually follow epistemic norms for the sake of acquiring a stock of true beliefs. When they live in groups and share information with each other, they will in turn produce a shared store of true (...) beliefs, an epistemic public good. True beliefs, produced individually or in groups, constitute an epistemic good—one commonly stockpiled and distributed within a community. Epistemic norms can then be understood as a kind of socially developed and transmitted normative sensibility having to do with the production of this individual and public good. Epistemic norms should serve to regulate this practice—coordinating the practice of individuals so as to afford the benefits of life in an interdependent epistemic community—and to manage the risks of being epistemically dependent on others within such a community. Here, we provide some attempts to characterize the central aspects of "the epistemic game"—the epistemic choice situation confronted by communities of epistemic agents. (shrink)

Recent scholarship in philosophy of science and technology has shown that scientific and technological decision making are laden with values, including values of a social, political, and/or ethical character. This paper examines the role of value judgments in the design of machine-learning systems generally and in recidivism-prediction algorithms specifically. Drawing on work on inductive and epistemic risk, the paper argues that ML systems are value laden in ways similar to human decision making, because the development and design of (...) ML systems requires human decisions that involve tradeoffs that reflect values. In many cases, these decisions have significant—and, in some cases, disparate—downstream impacts on human lives. After examining an influential court decision regarding the use of proprietary recidivism-prediction algorithms in criminal sentencing, Wisconsin v. Loomis, the paper provides three recommendations for the use of ML in penal systems. (shrink)

The epistemic structure of society, with its division of epistemic and cognitive labour, can help us deal with the citizenry incompetence threat that many contemporary conceptions of democracy suffer as long as a certain intellectual character is possessed by the citizens. Keywords: expert testimony, collective deliberation, intellectual virtue, democracy.

Table of Contents -/- Introduction: Epistemic Situationism by Abrol Fairweather -/- 1. Is Every Epistemology A Virtue Epistemology? by Lauren Olin -/- 2. Epistemic Situationism: An extended prolepsis by Mark Alfano -/- 3. Virtue Epistemology in the Zombie Apocalypse: Hungry Judges, Heavy Clipboards and Grou Polarization by Berit Brogaard -/- 4. Situationism and Responsibilist Virtue Epistemology by James Montmarquet -/- 5. Virtue Theory Against Situationism by Ernest Sosa -/- 6. Intellectual Virtue Now and Again by Chris Lepock -/- (...) 7.Responsibilism Out of Character by Kurt Sylvan -/- 8. Epistemic Situationism and Cognitive Ability by John Turri -/- 9. Epistemic Situationism, Epistemic Dependence and the Epistemology of Education by J. Adam Carter and Duncan Pritchard -/- 10. The Situationist Challenge to Educating For Intellectual Virtues by Jason Baehr -/- 11. Feminist Responsibilism, Situationism and the Complexities of the Virtue ofTrustworthiness by Heidi Grasswick -/- 12. Moods and Their Unexpected Virtues by Nicole Smith . (shrink)

Morphological content is information that is implicitly embodied in the standing structure of a cognitive system and is automatically accommodated during cognitive processing without first becoming explicit in consciousness. We maintain that much belief-formation in human cognition is essentially morphological : i.e., it draws heavily on large amounts of morphological content, and must do so in order to tractably accommodate the holistic evidential relevance of background information possessed by the cognitive agent. We also advocate a form of experiential evidentialism concerning (...) epistemic justification—roughly, the view that the justification-status of an agent’s beliefs is fully determined by the character of the agent’s conscious experience. We have previously defended both the thesis that much belief-formation is essentially morphological, and also a version of evidentialism. Here we explain how experiential evidentialism can be smoothly and plausibly combined with the thesis that much of the cognitive processing that generates justified beliefs is essentially morphological. The leading idea is this: even though epistemically relevant morphological content does not become explicit in consciousness during the process of belief-generation, nevertheless such content does affect the overall character of conscious experience in an epistemically significant way: it is implicit in conscious experience, and is implicitly appreciated by the experiencing agent. (shrink)

The paper evaluates Christopher Hookway's claim that individual epistemic vice can enhance the value of collective epistemic virtue. I suggest that this claim can be defended on the grounds of a dynamic account of collective intentional properties that is supplemented by an account of a spontaneous ordering mechanism such as the "intangible hand". Both these accounts try to explain how individual traits integrate into collective traits by way of aggregation. In this respect, they are different from normative and (...) summative accounts of plural subjects. I argue that it is the repeatable and self-amplifying nature of character traits that calls for a dynamic account of collective virtues. With regard to epistemic virtues and their role in the acquisition of knowledge I hold that their dynamic and self-amplifying character warrants their reliability, since it is this character that bottoms out in repeated acts of epistemally correct behavior that constitute a 'responsible practice'. The successful appliance of the latter amplifies the attitude it origins from. If epistemic virtues construed along these lines are attributed to collectives, a dynamic aggregate account supplemented by an account of an "intan-gible hand" device might explain how an aggregate of virtuous efforts of individuals can not only absorb a certain amount of vice but be even enhanced by the 'spice' of some non-intentional epistemically vicious side effects of epistemically virtuous en- deavor. (shrink)

Epistemic authority, according to L. Zagzebski’s theory, is essentially based on deliberative or first-personal reasons, which originate from epistemic admiration. In what follows, I shortly reconstruct her theory and try to defend it against two critical arguments. The first argument calls attention to circular relation of epistemic autonomy and authority. In order to determine the authoritative person for me, I always have to possess epistemic autonomy, which is understood as knowledge in the given domain. Thus I (...) myself have to have authority in the given domain in order to invest authority. I try to show that the investment of trust is based upon autonomy interpreted as an ability to exercise epistemic actions, accompanied by normative foreknowledge, that allows us to assess epistemic abilities and invest our trust without having sufficient propositional knowledge. The second argument insists on theoretical control for authoritative evidence and testimony. That contradicts preemptive character and content-independence inherent to authoritative testimony. Hence, this argument entirely misses the point of epistemic authority. Instead, as I argue, one can control epistemic authority by future reflexion on its conscientiousness and epistemic exercise as well as on origins of my admiration for authority. As a consequence, the trust invested in authority can be withdrawn and redistributed. (shrink)

In the Republic, Plato developed an educational program through which he trained young Athenians in desiring truth, without offering them any knowledge-education. This is not because he refused to pass on knowledge but because he considered knowledge of the Good as an ongoing research program. I show this by tracing the steps of the education of the Philosopher-Kings in Plato’s ideal state, to establish that the decades-long educational regime aims at training them in three types of virtue: Moral Virtue; the (...) Cognitive Virtue of Abstraction; the Cognitive Virtue of Debate.Plato’s theory of education has much to teach us about intellectual character education today. The Platonic educational program does not advocate the direct transmission of knowledge from teacher to learner but rather focuses on building the learners’ epistemic dispositions. Building upon the Socratic Method, Plato’s educational program does not ‘spoon-feed’ knowledge to the learners but rather fosters the growth of intellectual virtues through problem-solving.I explain ways in which fostering intellectual virtues through problem-solving could be applied in classrooms today. I conclude that Plato’s rigorous educational program is of definite merit for contemporary virtue education, especially since Aristotle offers us surprisingly little on how to educate for intellectual virtues. (shrink)