Davidson's account of weakness of will dependsupon a parallel that he draws between practicaland theoretical reasoning. I argue that theparallel generates a misleading picture oftheoretical reasoning. Once the misleadingpicture is corrected, I conclude that theattempt to model akratic belief on Davidson'saccount of akratic action cannot work. Thearguments that deny the possibility of akraticbelief also undermine, more generally, variousattempts to assimilate theoretical to practicalreasoning.

The knowledge norm of assertion is mainly in competition with a high probability or rational credibility norm. The argument for the knowledge norm that I offer turns on cases in which a hearer responds to a speaker's assertion by asserting another sentence that would lower the probability of the speaker's assertion, were its probability less than one. In cases like this, though with qualifications, is the hearer's contribution a challenge to the speaker's assertion or complementary to it? My answer is (...) the latter, and that only the knowledge norm yields that answer.The cases that I rely on follow from an elementary probability relation, though one that is inconsistent with the still influential relevance criterion for confirmation and evidence . Assume, for illustrative purposes, that p is in your belief corpus, as a consequence of your believing ∨ ∨ . 1 You learn that ∼ & ∼ , which would lessen the probability of p, were its probability less than one, 2 since it eliminates two rows of the truth-table in which p holds. What conclusion do you reach about p?Rather than withdrawing p, you acquire the belief that p & ∼ s & ∼ r, even though Formula where pr would be the subjective or epistemic probability of p on a probabilistic view of the knowledge norm before learning ∼ & ∼ . Instead of withdrawal …. (shrink)

ABSTRACT There is a popular way of appealing to consistency of judgment or principle whose result is to rule out relevant information. To avoid the danger of judging similar cases differently, relevantly different cases are treated alike. So the information distinguishing them is lost. I try to formulate, defend and apply a requirement upon determining whether situations are similar with respect to a principle. Adherence to the requirement is a way to prevent the loss of information through illicit appeals to (...) consistency. Part II examines a difficulty for the requirement proposed. The difficulty concerns determinateness: given the requirement's broad scope, it cannot yield judgments on specific cases without prejudging substantive issues. Without reaching any solution to the difficulty, I point out that parallel difficulties arise for similar requirements in diverse areas, and that the problem can be mitigated to varying degrees in actual applications of these requirements. (shrink)

A critique of conversational epistemic contextualism focusing initially on why pragmatic encroachment for knowledge is to be avoided. The data for pragmatic encroachment by way of greater costs of error and the complementary means to raise standards of introducing counter-possibilities are argued to be accountable for by prudence, fallibility and pragmatics. This theme is sharpened by a contrast in recommendations: holding a number of factors constant, when allegedly higher standards for knowing hold, invariantists still recommend assertion (action), while contextualists do (...) not. Given the knowledge norm of assertion, if one recommendation is preferable to the other, the result favors the preferred recommendation's account of knowledge. In the final section, I offer a unification of these criticisms centering on the contextualist use of 'epistemic position'. Their use imposes on threshold notions of justification, warrant, or knowledge tests that are suitable only to unlimited comparative or scalar notions like confidence or certainty and places them at one with an important strand of sceptical reasoning. (shrink)

Fair lotteries offer familiar ways to pose a number of epistemological problems, prominently those of closure and of scepticism. Although these problems apply to many epistemological positions, in this paper I develop a variant of a lottery case to raise a difficulty with the reliabilist's fundamental claim that justification or knowledge is to be analyzed as a high truth-ratio (of the relevant belief-forming processes). In developing the difficulty broader issues are joined including fallibility and the relation of reliability to understanding.

When someone presents an argument on a charged topic and it is (credibly) alleged that the arguer has a strong personal interest and investment in the conclusion, the allegation, directed to the reception or evaluation of the argument, typically gives rise to two seemingly conflicting reactions:I. The allegation is an unwarranted diversion (a species ofargumentum ad hominemorgenetie fallacy).The prejudices or biases of the arguer are irrelevant to thecogencyof the argument. ('Cogency’ is used broadly to refer both to correct support relations, (...) validity, in the case of deductive arguments, and to the soundness, warrant, and relevance of the premises.) In particular, it is a distraction from the crucial judgment of whether the argument is cogent to press the question of whether the arguer truly holds his conclusion on the grounds that he offers, or whether he believes it on some illicit or suspect basis (prejudice, ideology, self-interest, wishful thinking, bias). (shrink)

Surprise is of great value for learning, especially in cases where deep‐seated preconceptions and assumptions are upset by vivid demonstrations. In this essay, Jonathan Adler explores the ways in which surprise positively affects us and serves as a valuable tool for motivating learning. Adler considers how students’ attention is aroused and focused self‐critically when their subject matter–related expectations are not borne out. These “surprises” point students toward discoveries about gaps or weaknesses or false assumptions within their subject (...) matter understanding; as a result, students become internally motivated to correct their errors and to seek better understanding, rather than merely responding to external mandates imposed by a teacher, institution, or other authority. In this essay Adler argues persuasively that the use of surprise in teaching, both as a pedagogical tool and a topic of study, offers many educational advantages and benefits for learning. (shrink)

This chapter contains sections titled: Epistemological Background Educational Applications On Not Addressing Epistemological Controversies.

Evidentialism implies that, for epistemic purposes, belief should be responsive only to evidence. Focusing on our reactive attitude such as resentment or indignation, I construct an argument that the beliefs or judgments accompanying those attitudes are constrained in advance by circumstances to be full, rather than being open to the whole range of partial beliefs. These judgments or beliefs imply strong claims to justification. But the circumstances in which those attitudes are formed allow only very limited evidence. Nevertheless, we cannot (...) opt out regularly since the formation of such attitudes is so central a feature of a minimally content human social life. (shrink)

A much disputed conceptual argument aims to show the impossibility of direct believing at will. Regardless of the success of this argument, it has been held to be impotent against indirect forms of belief-control, such as by developing oneself to be more careful or fair-minded in evaluating evidence. However, the shift to indirect forms inherits difficulties connected to the conceptual argument.

My critical comments focus mainly on premises,, and. However, in treating these I will address other of James’s assumptions—particularly, the presupposition of his argument that it is possible to will to believe. Later I will try to accommodate existential aspects of James’s argument that retain value, even if my objections to his argument stand.

This paper argues for the importance of the distinction between internal and external negation over expressions for belief. The common fallacy is to confuse statement like (1) and (2): (1) John believes that the school is not closed on Tuesday; (2) John does not believe that the school is closed on Tuesday. The fallacy has ramifications in teaching, reasoning, and argumentation. Analysis of the fallacy and suggestions for teaching are offered.

My critical comments focus mainly on premises,, and. However, in treating these I will address other of James’s assumptions—particularly, the presupposition of his argument that it is possible to will to believe. Later I will try to accommodate existential aspects of James’s argument that retain value, even if my objections to his argument stand.

Evidentialism implies that, for epistemic purposes, belief should be responsive only to evidence. Focusing on our reactive attitude such as resentment or indignation, I construct an argument that the beliefs or judgments accompanying those attitudes are constrained in advance by circumstances to be full, rather than being open to the whole range of partial beliefs. These judgments or beliefs imply strong claims to justification. But the circumstances in which those attitudes are formed allow only very limited evidence. Nevertheless, we cannot (...) opt out regularly since the formation of such attitudes is so central a feature of a minimally content human social life. (shrink)

An epistemic account of fallacies is one which takes it as a necessary condition for a fallacy that it has a tendency to produce false or unwarranted beliefs. The most sophisticated form of this account occurs in an article by Robert J. Fogelin and Timothy J. Duggan (“Fallacies,”Argumentation 1, 1987, pp. 255–262). I criticize the Fogelin and Duggan proposal, in particular, and epistemic accounts, more generally. Though an epistemic approach is attractive, it enlarges the class of fallacies, beyond what would (...) be permitted by traditional accounts. I also question thenecessity of fallacies leading to unwarranted beliefs. Some fallacies are fallacious due to their expected harm to argument practices. This position touches on a theme in the work of Van Eemeren and Grootendorst, though I criticize their notion of rules of argument as too broad. (shrink)