Precision medicine is an emerging approach to treatment and disease prevention that relies on linkages between very large datasets of health information that is shared amongst researchers and health professionals. While studies suggest broad support for sharing precision medicine data with researchers at publicly funded institutions, there is reluctance to share health information with private industry for research and development. As the private sector is likely to play an important role in generating public benefits from precision medicine initiatives, it is (...) important to understand what the concerns are and how they might be mitigated. This study reports outcomes of a deliberative method of citizen engagement in Singapore that asked whether sharing precision medicine data with private industry would be permissible, and if so, under what circumstances. Findings from this citizens’ jury suggest sharing with industry would be permissible under certain conditions that are set out in nine recommendations. Implications of the recommendations and their underlying assumptions for policy decision makers are discussed. This study aligns with prior international studies which found conditional acceptance for data sharing with private industry, a public benefit requirement, specific reluctance to share with insurance companies and an emphasis on accountability and transparency to demonstrate trustworthiness. However, our results differ from prior studies in that opt-in consent did not dominate the deliberations as jurors were able to set it aside as an assumed prerequisite for participation in a precision medicine programme. (shrink)

(2009). Mellow Monday and furious Friday: The approach-related link between anger and time representation. Cognition & Emotion: Vol. 23, No. 6, pp. 1166-1180.

The 30th anniversary of the first DBS surgery of the subthalamic nucleus (STN) for Parkinson’s disease was celebrated in Grenoble this June. Since this initial surgery, the application of DBS has e...

The Spring 1999 issue of CambridgeQuarterly adds to the growing body of academic inquiry into the goals of neonatal intensive care practices. Muraskas and colleagues thoughtfully presented the possibility of nontreatment for neonates born at or under 24 weeks gestation. Jain, Thomasma, and Ragas explained that quality of future life must not be ignored in clinical deliberation. And Hefferman and Heilig described once again the dilemmas nurses face when caring for potentially devastated neonates kept alive by technology. These authors take (...) brave steps by publicly questioning the trend of intensive medical support for most every American-born product of conception. But many questions addressing the goals of neonatal intensive care remain, and few authors have actually tried to distill these goals. (shrink)

Researchers are required to seek consent from Indigenous communities prior to conducting research but there is inadequate information about how Indigenous people understand and become fully engaged with this consent process. Few studies evaluate the preference or understanding of the consent process for research with Indigenous populations. Lack of informed consent can impact on research findings. The Picture Talk Project was initiated with senior Aboriginal leaders of the Fitzroy Valley community situated in the far north of Western Australia. Aboriginal people (...) were interviewed about their understanding and experiences of research and consent processes. Transcripts were analysed using NVivo10 software with an integrated method of inductive and deductive coding and based in grounded theory. Local Aboriginal interpreters validated coding. Major themes were defined and supporting quotes sourced. Interviews with Aboriginal leaders were facilitated by a local Aboriginal Community Navigator who could interpret if necessary and provide cultural guidance. Participants were from all four major local language groups of the Fitzroy Valley; aged 31 years and above; and half were male. Themes emerging from these discussions included Research—finding knowledge; Being respectful of Aboriginal people, Working on country, and Being flexible with time; Working together with good communication; Reciprocity—two-way learning; and Reaching consent. The project revealed how much more there is to be learned about how research with remote Aboriginal communities should be conducted such that it is both culturally respectful and, importantly, meaningful for participants. We identify important elements in community consultation about research and seeking consent. (shrink)

Knowledge, like other things of value, can be faked. According to Hawley (2011), know-how is harder to fake than knowledge-that, given that merely apparent propositional knowledge is in general more resilient to our attempts at successful detection than are corresponding attempts to fake know-how. While Hawley’s reasoning for a kind of detection resilience asymmetry between know-how and know-that looks initially plausible, it should ultimately be resisted. In showing why, we outline different ways in which know-how can be faked even when (...) a given performance is successful; and in doing so, we distinguish how know-how can be faked (no less than know-that) via upstream and downstream indicators of its presence, and within each of these categories, we’ll distinguish (in connection with detection resilience) both faking symptoms and (various kinds of) criteria. The unappreciated resilience of faked knowledge-how to successful detection highlights a largely overlooked dimension of social-epistemic risk – risk we face not just in our capacity as recipients of testimony, but in our capacity as both (would-be) apprentices and clients of knowledge-how. (shrink)

Our aim is to provide a topography of the relevant philosophical terrain with regard to the possible ways in which knowledge can be conceived of as extended. We begin by charting the different types of internalist and externalist proposals within epistemology, and we critically examine the different formulations of the epistemic internalism/externalism debate they lead to. Next, we turn to the internalism/externalism distinction within philosophy of mind and cognitive science. In light of the above dividing lines, we then examine first (...) the extent to which content externalism is compatible with epistemic externalism; second, whether active externalism entails epistemic externalism; and third whether there are varieties of epistemic externalism that are better suited to accommodate active externalism. Finally, we examine whether the combination of epistemic and cognitive externalism is necessary for epistemology and we comment on the potential ramifications of this move for social epistemology and philosophy of science. (shrink)

Abstract: Might knowledge normatively govern conversations and not just their discrete constituent thoughts and (assertoric) actions? I answer yes, at least for a restricted class of conversations I call aimed conversations. On the view defended here, aimed conversations are governed by participatory know-how - viz., knowledge how to do what each interlocutor to the conversation shares a participatory intention to do by means of that conversation. In the specific case of conversations that are in the service of joint inquiry, the (...) view defended is that interlocutors (A, B, ... n) must intentionally inquire together into whether p, by means of an aimed conversation X, only if A,B, ... n know how to use X to find out together whether p. The view is supported by considerations about instrumental rationality, shared intentionality, the epistemology of intentional action, as well as linguistic data. (shrink)

The philosophical significance of attitudinal autonomy—viz., the autonomy of attitudes such as beliefs—is widely discussed in the literature on moral responsibility and free will. Within this literature, a key debate centres around the following question: is the kind of attitudinal autonomy that’s relevant to moral responsibility at a given time determined entirely by a subject’s present mental structure at that time? Internalists say ‘yes’, externalists say ’no’. In this essay, I motivate a kind of distinctly epistemic attitudinal autonomy, attitudinal autonomy (...) that is relevant to knowledge. I argue that regardless of whether we are externalists or internalists about the kind of attitudinal autonomy that is relevant for moral responsibility, we should be externalists about the kind of autonomy that a belief must have to qualify as knowledge. (shrink)

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

Should we regard Jennifer Lackey’s (2007) ‘Creationist Teacher’ as understanding evolution, even though she does not, given her religious convictions, believe its central claims? We think this question raises a range of important and unexplored questions about the relationship between understanding, factivity and belief. Our aim will be to diagnose this case in a principled way, and in doing so, to make some progress toward appreciating what objectual understanding—i.e., understanding a subject matter or body of information—demands of us. Here is (...) the plan. After some ground clearing in §1, §2 outlines and motivates a plausible working model—moderate factivity—for characterising the sense in which objectual understanding should be regarded as factive. §3 shows how the datum that we can understand false theories can, despite initial suggestions to the contrary, be assimilated straightforwardly within the moderate factivity model. §4 highlights how the inverse kind of case to that explored in §3—viz., a variant of Lackey’s creationist teacher case—poses special problems for moderate factivity. With reference to recent work on moral understanding by Hills (2009), §5 proposes a solution to the problem, and §6 attempts to diagnose why it is that we might originally have been led to draw the wrong conclusion. (shrink)

Reductive intellectualists hold that knowledge-how is a kind of knowledge-that. For this thesis to hold water, it is obviously important that knowledge-how and knowledge-that have the same epistemic properties. In particular, knowledge-how ought to be compatible with epistemic luck to the same extent as knowledge-that. It is argued, contra reductive intellectualism, that knowledge-how is compatible with a species of epistemic luck which is not compatible with knowledge-that, and thus it is claimed that knowledge-how and knowledge-that come apart.

According to Paul Boghossian (2006, 73) a core tenet of epistemic relativism is what he calls epistemic pluralism, according to which (i) ‘there are many fundamentally different, genuinely alternative epistemic systems’, but (ii) ‘no facts by virtue of which one of these systems is more correct than any of the others’. Embracing the former claim is more or less uncontroversial–viz., a descriptive fact about epistemic diversity. The latter claim by contrast is very controversial. Interestingly, the Wittgenstenian ‘hinge’ epistemologist, in virtue (...) of maintaining that rational evaluation is essentially local, will (arguably, at least) be committed to the more controversial leg of the epistemic pluralist thesis, simply in virtue of countenancing the descriptive leg. This paper does three central things. First, it is shown that this ‘relativistic’ reading of Wittgenstein’s epistemology is plausible only if the locality of rational evaluation (in conjunction with a reasonable appreciation of epistemic diversity) commits the Wittgenstenian to a further epistemic incommensurability thesis. Next, Duncan Pritchard’s (e.g., 2009; 2015) novel attempt to save the hinge epistemologist from a commitment to epistemic incommensurability is canvassed and critiqued. Finally, it is suggested how, regardless of whether Pritchard’s strategy is successful, there might be another very different way—drawing from recent work by John MacFarlane (2014)—for the hinge epistemologist to embrace epistemic pluralism while steering clear of epistemic relativism, understood in a very specific way. (shrink)

The philosophical case for extended cognition is often made with reference to ‘extended-memory cases’ ; though, unfortunately, proponents of the hypothesis of extended cognition as well as their adversaries have failed to appreciate the kinds of epistemological problems extended-memory cases pose for mainstream thinking in the epistemology of memory. It is time to give these problems a closer look. Our plan is as follows: in §1, we argue that an epistemological theory remains compatible with HEC only if its epistemic assessments (...) do not violate what we call ‘the epistemic parity principle’. In §2, we show how the constraint of respecting the epistemic parity principle stands in what appears to be a prima facie intractable tension with mainstream thinking about cases of propositional memory. We then outline and evaluate in §3 several lines of response. (shrink)

In a recent and provocative paper, Matthew Fisher, Mariel Goddu and Frank Keil (2015) have argued, on the basis of experimental evidence, that ‘searching the internet leads people to conflate information that can be found online with knowledge “in the head”’ (2015, 675), specifically, by inclining us to conflate mere access to information for personal knowledge (2015, 674). This chapter has three central aims. First, we briefly detail Fisher et al.’s results and show how, on the basis of recent work (...) in virtue epistemology (e.g., Tiberius and Walker 1998; Roberts and Wood 2007; Tanesini 2016), their interpretation of the data supports the thesis that searching the internet is conducive to the vice of intellectual arrogance. Second, we argue that this arrogance interpretation of the data rests on an implicit commitment to cognitive internalism. Thirdly, we show how the data can be given a very different explanation in light of the hypothesis of extended cognition (e.g., Clark and Chalmers 1998; Clark 2008) – one which challenges the extent to which Fisher et al. are entitled to insist that subjects are actually conflating access to knowledge for personal knowledge in the first place. We conclude by suggesting how, against the background of extended cognition rather than cognitive internalism, we have some reason to think that searching the internet might actually foster (in certain circumstances) virtuous intellectual humility. (shrink)

A conspicuous oversight in recent debates about the vexed problem of the value of knowledge has been the value of knowledge-how. This would not be surprising if knowledge-how were, as Gilbert Ryle [1945, 1949] famously thought, fundamentally different from knowledge-that. However, reductive intellectualists [e.g. Stanley and Williamson 2001; Brogaard 2008, 2009, 2011; Stanley 2011a, 2011b] maintain that knowledge-how just is a kind of knowledge-that. Accordingly, reductive intellectualists must predict that the value problems facing propositional knowledge will equally apply to knowledge-how. (...) We show, however, that this is not the case. Accordingly, we highlight a value-driven argument for thinking that knowledge-how and knowledge-that come apart. (shrink)

One very natural dividing line that—for better or worse—is often used to distinguish those who believe in God from those who do not is that between theism and atheism, where ‘theism’ is used to mark the believers and ‘atheism’ the non-believers. Such contrastive labels can serve many practical functions even when the terms in question are not clearly defined. Individuals are often, on the basis of their beliefs and values, attracted toward one such label more so than the other. However, (...) once a clear statement of the substantive difference between theism and atheism is requested, things become more complicated, much more so than our casual use of these terms would suggest. What exactly is the best way to capture the relationship between theism and atheism? To what extent are they opposed to one another, and relatedly, to what extent should they be regarded as exhausting the available theoretical options? §2 will canvass a range of responses to this cluster of questions. In §3, we explore the social-epistemic dimension of the atheism/theism divide, by focusing in particular on the issue of religious disagreements, including those disagreements that take very different assumptions as starting points. (shrink)

In a recent and provocative paper, Matthew Fisher, Mariel Goddu and Frank Keil (2015) have argued, on the basis of experimental evidence, that ‘searching the internet leads people to conflate information that can be found online with knowledge “in the head”’ (2015, 675), specifically, by inclining us to conflate mere access to information for personal knowledge (2015, 674). This chapter has three central aims. First, we briefly detail Fisher et al.’s results and show how, on the basis of recent work (...) in virtue epistemology (e.g., Tiberius and Walker 1998; Roberts and Wood 2007; Tanesini 2016), their interpretation of the data supports the thesis that searching the internet is conducive to the vice of intellectual arrogance. Second, we argue that this arrogance interpretation of the data rests on an implicit commitment to cognitive internalism. Thirdly, we show how the data can be given a very different explanation in light of the hypothesis of extended cognition (e.g., Clark and Chalmers 1998; Clark 2008) – one which challenges the extent to which Fisher et al. are entitled to insist that subjects are actually conflating access to knowledge for personal knowledge in the first place. We conclude by suggesting how, against the background of extended cognition rather than cognitive internalism, we have some reason to think that searching the internet might actually foster (in certain circumstances) virtuous intellectual humility. (shrink)

Epistemology and Relativism Epistemology is, roughly, the philosophical theory of knowledge, its nature and scope. What is the status of epistemological claims? Relativists regard the status of epistemological claims as, in some way, relative— that is to say, that the truths which epistemological claims aspire to are … Continue reading Epistemology and Relativism →.

As organizations place greater emphasis on environmental objectives, business educators must produce the next set of leaders who can champion corporate environmental sustainability initiatives. However, environmental sustainability represents a polarizing topic with some students dismissing its importance and legitimacy. Limited research exists to understand student behavioral influences on sustainability education, especially as it translates to environmental sustainability behavior in the workplace. This gap challenges our ability as educators to understand how to best teach environmental sustainability in order to reach diverse (...) student mindsets. We apply the theory of planned behavior (TPB) to address this gap, investigating the influence of student attitudes, subjective norm, and perceived behavioral control on environmental sustainability intention and behavior. A structural model tested with student survey data finds that student attitude represents the strongest influence on environmental sustainability intention. The model also validates that subjective norm affects sustainability intention with students considering professors along with business leaders and politicians as valid references for sustainability knowledge. To tie the results to effective educational interventions, we use the TPB to organize an extensive review of the sustainability pedagogy literature and identify specific teaching recommendations for increasing the effectiveness of environmental sustainability education. (shrink)

Relativism has been, in its various guises, both one of the most popular and most reviled philosophical doctrines of our time. Defenders see it as a harbinger of tolerance and the only ethical and epistemic stance worthy of the open-minded and tolerant. Detractors dismiss it for its alleged incoherence and uncritical intellectual permissiveness. Debates about relativism permeate the whole spectrum of philosophical sub-disciplines. From ethics to epistemology, science to religion, political theory to ontology, theories of meaning and even logic, philosophy (...) has felt the need to respond to this heady and seemingly subversive idea. Discussions of relativism often also invoke considerations relevant to the very nature and methodology of philosophy and to the division between the so-called “analytic and continental” camps in philosophy. And yet, despite a long history of debate going back to Plato and an increasingly large body of writing, it is still difficult to come to an agreed definition of what, at its core, relativism is, and what philosophical import it has. This entry attempts to provide a broad account of the many ways in which “relativism” has been defined, explained, defended and criticized. (shrink)

What is knowledge? Why is it valuable? How much of it do we have, and what ways of thinking are good ways to use to get more of it? These are just a few questions that are asked in epistemology, roughly, the philosophical theory of knowledge. This is Epistemology is a comprehensive introduction to the philosophical study of the nature, origin, and scope of human knowledge. Exploring both classic debates and contemporary issues in epistemology, this rigorous yet accessible textbook provides (...) readers with the foundation necessary to start doing epistemology. Organized around 11 key subtopics, and assuming no prior knowledge of the subject, this volume exposes readers to diverse, often contentious perspectives—guiding readers through crucial debates including Hume’s problem of induction, Descartes’ engagement with radical skepticism, rationalist and empiricist evaluations of a priori justification, and many more. The authors avoid complex technical terms and jargon in favor of an easy-to-follow, informal writing style with engaging chapters designed to stimulate student interest and encourage class discussion. Throughout the text, a wealth of up-to-date references and links to online resources are provided to enable further investigation of an array of epistemological topics. A balanced and authoritative addition to the acclaimed This is Philosophy series, This is Epistemology is a perfect primary textbook for philosophy undergraduates, and a valuable resource for general readers with interest in this important branch of philosophy. (shrink)

Relativism, roughly put, is the view that truth and falsity, right and wrong, standards of reasoning, and procedures of justification are products of differing conventions and frameworks of assessment and that their authority is confined to the context giving rise to them. More precisely, ‘relativism’ covers views which maintain that—at a level of high abstraction—at least some class of things have properties they have not simpliciter, but only relative to a given framework of assessment, and correspondingly, that the truth of (...) claims attributing these properties holds only once the relevant framework of assessment is specified or supplied. Relativists characteristically insist, furthermore, that if something is only relatively so, then there can be no framework-independent vantage point from which the matter of whether the thing in question is so can be established. Relativism has been, in its various guises, both one of the most popular and most reviled philosophical doctrines of our time. Defenders see it as a harbinger of tolerance and the only ethical and epistemic stance worthy of the open-minded and tolerant. Detractors dismiss it for its alleged incoherence and uncritical intellectual permissiveness. Debates about relativism permeate the whole spectrum of philosophical sub-disciplines. From ethics to epistemology, science to religion, political theory to ontology, theories of meaning and even logic, philosophy has felt the need to respond to this heady and seemingly subversive idea. Discussions of relativism often also invoke considerations relevant to the very nature and methodology of philosophy and to the division between the so-called ‘analytic and continental’ camps in philosophy. And yet, despite a long history of debate going back to Plato and a still developing large body of writing, it is still difficult to come to an agreed definition of what, at its core, relativism is, and what philosophical import it has. This entry attempts to provide a broad account of the many ways in which ‘relativism’ has been defined, explained, defended and criticized. (shrink)

What is it to base a belief on reasons? Existing attempts to give an account of the basing relation encounter a dilemma: either one appeals to some kind of neutral process that does not adequately reflect the way basing is a content‐sensitive first‐personal activity, or one appeals to linking or bridge principles that over‐intellectualize and threaten regress. We explain why this dilemma arises, and diagnose the commitments that are key obstacles to providing a satisfactory account. We explain why they should (...) be rejected anyway, and then offer a new, knowledge‐first virtue epistemological theory of the basing relation that shows how we can substantially theorize about mental processes without these commitments. The resulting view plausibly captures the way in which basing is an inherently mental and content‐sensitive process. (shrink)

Recent work in the philosophy of mind and cognitive science (e.g., Clark and Chalmers 1998; Clark 2010a; Clark 2010b; Palermos 2014) can help to explain why certain kinds of assertions—made on the basis of information stored in our gadgets rather than in biological memory—are properly criticisable in light of misleading implicatures, while others are not.

This paper is about two topics: metaepistemological absolutism and the epistemic principles governing perceptual warrant. Our aim is to highlight—by taking the debate between dogmatists and conservativists about perceptual warrant as a case study—a surprising and hitherto unnoticed problem with metaepistemological absolutism, at least as it has been influentially defended by Paul Boghossian as the principal metaepistemological contrast point to relativism. What we find is that the metaepistemological commitments at play on both sides of this dogmatism/conservativism debate do not line (...) up with epistemic relativism nor do they line up with absolutism, at least as Boghossian articulates this position. What this case study reveals is the need in metaepistemological option space for the recognition of a weaker and less tendentious form of absolutism, what we call “environment relativism”. On this view, epistemic principles are knowable, objective, and they can serve as the basis of particular epistemic evaluations, but their validity is relative to the wider global environment in which they are applied. (shrink)

This is an introduction to the volume The Epistemology of Group Disagreement (Routledge, forthcoming), (eds.) F. Broncano-Berrocal and J.A. Carter.

Empirical work on motivated reasoning suggests that our judgments are influenced to a surprising extent by our wants, desires and preferences (Kahan 2016; Lord, Ross, and Lepper 1979; Molden and Higgins 2012; Taber and Lodge 2006). How should we evaluate the epistemic status of beliefs formed through motivated reasoning? For example, are such beliefs epistemically justified? Are they candidates for knowledge? In liberal democracies, these questions are increasingly controversial as well as politically timely (Beebe et al. 2018; Lynch forthcoming, 2018; (...) Slothuus and de Vreese 2010). And yet, the epistemological significance of motivated reasoning has been almost entirely ignored by those working in mainstream epistemology. We aim to rectify this oversight. Using politically motivated reasoning as a case study, we show how motivated reasoning gives rise to three distinct kinds of skeptical challenges. We conclude by showing how the skeptical import of motivated reasoning has some important ramifications for how we should think about the demands of intellectual humility. (shrink)

Extended cognition theorists argue that cognitive processes constitutively depend on resources that are neither organically composed, nor located inside the bodily boundaries of the agent, provided certain conditions on the integration of those processes into the agent’s cognitive architecture are met. Epistemologists, however, worry that in so far as such cognitively integrated processes are epistemically relevant, agents could thus come to enjoy an untoward explosion of knowledge. This paper develops and defends an approach to cognitive integration—cluster-model functionalism—which finds application in (...) both domains of inquiry, and which meets the challenge posed by putative cases of cognitive or epistemic bloat. (shrink)

Reductive intellectualists (e.g., Stanley & Williamson 2001; Stanley 2011a; 2011b; Brogaard 2008; 2009; 2011) hold that knowledge-how is a kind of knowledge-that. If this thesis is correct, then we should expect the defeasibility conditions for knowledge-how and knowledge-that to be uniform—viz., that the mechanisms of epistemic defeat which undermine propositional knowledge will be equally capable of imperilling knowledge-how. The goal of this paper is twofold: first, against intellectualism, we will show that knowledge-how is in fact resilient to being undermined by (...) the very kinds of traditional (propositional) epistemic defeaters which clearly defeat the items of propositional knowledge which intellectualists identify with knowledge-how. Second, we aim to fill an important lacuna in the contemporary debate, which is to develop an alternative way in which epistemic defeat for knowledge-how could be modelled within an anti-intellectualist framework. (shrink)

According to robust virtue epistemology , knowledge is type-identical with a particular species of cognitive achievement. The identification itself is subject to some criticism on the grounds that it fails to account for the anti-luck features of knowledge. Although critics have largely focused on environmental luck, the fundamental philosophical problem facing RVE is that it is not clear why it should be a distinctive feature of cognitive abilities that they ordinarily produce beliefs in a way that is safe. We propose (...) a novel way to resolve this problem. Key to our proposal will be an appreciation of different representational states beholden to truth. We suggest these different representational states are distinguished by how, in the proper governance of these states, the twin goods of attaining truth and avoiding error are weighted. Moreover, we explain how varieties of representational states line up with varieties of cognitive achievement such that knowledge, cum cognitive achievement, must be safe because of the kind of attempt at success that belief is—namely, an attempt that places the premium it does on avoiding error. (shrink)

Controversial view agnosticism is the thesis that we are rationally obligated to withhold judgment about a large portion of our beliefs in controversial subject areas, such as philosophy, religion, morality and politics. Given that one’s social identity is in no small part a function of one’s positive commitments in controversial areas, CVA has unsurprisingly been regarded as objectionably ‘spineless.’ That said, CVA seems like an unavoidable consequence of a prominent view in the epistemology of disagreement—conformism—according to which the rational response (...) to discovering that someone you identify as an epistemic peer or expert about p disagrees with you vis-à-vis p is to withhold judgment. This paper proposes a novel way to maintain the core conciliatory insight without devolving into an agnosticism that is objectionably spineless. The approach offered takes as a starting point the observation that–for reasons that will be made clear—the contemporary debate has bypassed the issue of the reasonableness of maintaining, rather than giving up, representational states weaker than belief in controversial areas. The new position developed and defended here explores this overlooked space; what results is a kind of controversial view. (shrink)

Abstract Do the central aims of epistemology, like those of moral philosophy, require that we designate some important place for those concepts located between the thin-normative and the non-normative? Put another way, does epistemology need "thick" evaluative concepts and with what do they contrast? There are inveterate traditions in analytic epistemology which, having legitimized a certain way of viewing the nature and scope of epistemology's subject matter, give this question a negative verdict; further, they have carried with them a tacit (...) commitment to what we argue to be an epistemic analogue of the reductionistic centralist thesis which Bernard Williams, in our view, successfully repudiates in ethics. In this essay, we challenge the epistemic analogue of the traditional but mistaken thesis. In offering an alternative to it which provides a comfortable home for the epistemic normativity which attends thick evaluative concepts, we align ourselves with what has been recently called the Value Turn in epistemology. From this perspective, we defend that, contrary to tradition, as influenced by centralist assumptions, epistemology does need thick evaluative concepts. Further, the sort of theories that will be able to give thick evaluative concepts an irreducible role in both belief and agent evaluation are adequately social epistemologies. What loosely refer to as second-wave of virtue epistemology is the widespread interest to provide a comfortable home for the role of thick normativity, as it is connected both with epistemic evaluation, and guidance. We recognize that, in breaking from centralism, there is a worry that a resulting anti-centralist theory will be reductionistic in the other direction, making the thick primary. We contend however that second-wave virtue epistemologies take different sources of social and epistemic value into account; they seek the 'right thickness' to ride with conception of epistemology and a field which due in part to virtue theory's resurgence, is today normative, diverse and expansive than was the traditional set of problems from which it emerged. (shrink)

Full aptness is the most important concept in performance-based virtue epistemology. The structure of full aptness, in epistemology and elsewhere, is bi-levelled. At the first level, we evaluate beliefs, like performances, on the basis of whether they are successful, competent, and apt – viz., successful because competent. But the fact that aptness itself can be fragile – as it is when an apt performance could easily have been inapt – points to a higher zone of quality beyond mere aptness. To (...) break in to this zone, one must not merely perform aptly but also in doing so safeguard in skilled ways against certain risks to inaptness. But how must this be done, exactly? This paper has two central aims. First, I challenge the credentials of mainstream thinking about full-aptness by raising some new and serious problems for the view. I then propose a novel account of full aptness – what I call de minimis normativism – which keeps all the advantages of the canonical view, avoids its problems entirely, and offers some additional payoffs. (shrink)

If Savulescu's (2001, 2009) controversial principle of Procreative Beneficence (PB) is correct, then an important implication is that couples should employ genetic tests for non‐disease traits in selecting which child to bring into existence. Both defenders as well as some critics of this normative entailment of PB have typically accepted the comparatively less controversial claim about non‐disease traits: that there are non‐disease traits such that testing and selecting for them would in fact contribute to bringing about the child who is (...) expected to have the best life. We challenge this less controversial claim, not by arguing deductively for its falsity, but by showing that Savulescu's central argument for this presumably less controversial claim fails. Savulescu offers intelligence as the paradigm example of a testable non‐disease trait such that testing and selecting for it would increase the likelihood that the child selected would be the one who is expected to have the best life (or at least as good a life as the others). We provide a series of arguments aimed at demonstrating that Savulescu's argument from intelligence fails. If our arguments are successful, the upshot is not that PB is false, but more modestly, that the burden of proof remains squarely with Savulescu. (shrink)

The value of knowledge has always been a central topic within epistemology. Going all the way back to Plato’s Meno, philosophers have asked, why is knowledge more valuable than mere true belief? Interest in this question has grown in recent years, with theorists proposing a range of answers. But some reject the premise of the question and claim that the value of knowledge is ‘swamped’ by the value of true belief. And others argue that statuses other than knowledge, such as (...) justification or understanding, are distinctively valuable. We will call the general question of why knowledge is valuable the value problem. (shrink)

One of the deepest ideological divides in contemporary epistemology concerns the relative importance of belief versus credence. A prominent consideration in favor of credence-based epistemology is the ease with which it appears to account for rational action. In contrast, cases with risky payoff structures threaten to break the link between rational belief and rational action. This threat poses a challenge to traditional epistemology, which maintains the theoretical prominence of belief. The core problem, we suggest, is that belief may not be (...) enough to register all aspects of a subject’s epistemic position with respect to any given proposition. We claim this problem can be solved by introducing other doxastic attitudes—genuine representations—that differ in strength from belief. The resulting alternative picture, a kind of doxastic states pluralism, retains the central features of traditional epistemology—most saliently, an emphasis on truth as a kind of objective accuracy—while adequately accounting for rational action. (shrink)

Suppose an inquiring group wants to let a certain view stand as the group's view. But there’s a problem: the individuals in that group do not initially all agree with one another about what the correct view is. What should the group do, given that it wants to settle on a single answer, in the face of this kind of intragroup disagreement? Should the group members deliberate and exchange evidence and then take a vote? Or, given the well-known ways that (...) evidence exchange can go wrong, e.g., by exacerbating pre-existing biases, compromising the independence of individual judgments, etc., should the group simply take a vote without deliberating at all? While this question has multiple dimensions to it—including ethical and political dimensions—we approach the question through an epistemological lens. In particular, we investigate to what extent it is epistemically advantageous and disadvantageous that groups whose members disagree over some issue use deliberation in comparison to voting as a way to reach collective agreements. Extant approaches in the literature to this ‘deliberation versus voting’ comparison typically assume there is some univocal answer as to which group strategy is best, epistemically. We think this assumption is mistaken. We approach the deliberation versus voting question from a pluralist perspective, in that we hold that a group’s collective endeavor to solve an internal dispute can be aimed at different, albeit not necessarily incompatible, epistemic goals, namely the goals of truth, evidence, understanding, and epistemic justice. Different answers to our guiding question, we show, correspond with different epistemic goals. We conclude by exploring several ways to mitigate the potential epistemic disadvantages of solving intragroup disagreement by means of deliberation in relation to each epistemic goal. (shrink)