Online research in philosophy

The question of rationality and of its role in human agency has been at the core of pragmatist concerns since the beginning of this movement. While Peirce framed the horizon of a new understanding of human reason through the idea of inquiry as aiming at belief-fixation and James stressed the individualistic drives that move individuals to action, it is in Dewey’s writing that we find the deepest understanding of the naturalistic and normative traits of rationality considered as the qualifying attribute of human agency. Recent developments in moral and political philosophy as well as in general pragmatist scholarship have shown a renewal of interest in the role of human reason in agency, both with respect to control of conduct (decisions about how to act) and with respect to normative attitudes (considerations of what is good and right). In this article I will examine some features of Dewey’s epistemology which are particularly promising for the elaboration of a theory of practical rationality based on pragmatist sources. In particular, I will focus on Dewey’s notion of “judgment of practice” in order to frame a distinctively Deweyan approach to practical rationality. In order to point out the specificity of Dewey’s epistemological framework, I will refer to it as an “epistemology of practice”i. The aim of this article is to clarify the epistemological meaning of the concepts of articulation and transformation, that Dewey places at the heart of his theory of inquiry. Part of my argument consists in showing that through these notions Dewey aimed at broadening the conception of rationality, bringing it beyond the reach of the standard notions of analysis and synthesis and of induction, deduction, and abduction. Once the specificity of Dewey’s conception of rationality will have been demonstrated, I will proceed to show some of its implications in the explanation of the rationality of human agency with reference to practical reasoning and value assessment. I will then conclude the article by drawing some implications of Dewey’s theory of judgment for a broader epistemology based upon the acknowledgment of the primacy of practice.

The work of cognitive psychologists, philosophical naturalists, post-modernists, and other such epistemic subversives conspires to endanger the well being of traditional analytic epistemology. Stephen Stich ( et tu Stich) has contributed his design for epistemology's coffin. I look hard at his proposed radical revision of epistemology. The ostensible target of Stich's analysis is the traditional enterprise of analytic epistemology. It is, however, the conceptual pillars that underpin both the traditional analytic and naturalist epistemologies that are the primary focus. It is a conceptual domain neutral to the priorists and naturalists which Stich calls normative cognitive monism . Normative cognitive monism is the view that there is a unique system of cognitive processes that people should use. The point of Stich's analytical exercise is to disabuse us of the belief that there is such a unique and global set of standards by which cognitive performance is to be evaluated. He argues that all the evidence, both empirical and conceptual, leads away from this ultimately chauvinistic view and converges on normative cognitive pluralism which is the denial of monism. The same evidence that informs normative cognitive monism confirms normative cognitive pluralism. The empirical evidence is provided by the results of celebrated experiments on reasoning, or as Stich calls it, cognitive performance. The conceptual evidence derives from the failure of naturalistic accounts of intentional content. Stich's (1983) derisive view of theories of intentional content adumbrated in From Folk Psychology to Cognitive Science is now the linchpin of his pragmatic theory of cognitive evaluation.

Standard Analytic Epistemology (SAE) names a contingently clustered class of methods and theses that have dominated English-speaking epistemology for about the past half-century. The major contemporary theories of SAE include versions of foundationalism (Chisholm 1981, Pollock 1974), coherentism (Bonjour 1985, Lehrer 1974), reliabilism (Dretske 1981, Goldman 1986) and contextualism (DeRose 1995, Lewis 1996). While proponents of SAE don’t agree about how to define naturalized epistemology, most agree that a thoroughgoing naturalism in epistemology can’t work. For the purposes of this paper, we will suppose that a naturalistic theory of epistemology takes as its core, as its starting-point, an empirical theory. The standard argument against naturalistic approaches to epistemology is that empirical theories are essentially descriptive, while epistemology is essentially prescriptive, and a descriptive theory cannot yield normative, evaluative prescriptions. In short, naturalistic theories cannot overcome the is-ought divide.

Standard Analytic Epistemology (SAE) names a contingently clustered class of methods and theses that have dominated English-speaking epistemology for about the past half-century. The major contemporary theories of SAE include versions of foundationalism (Chisholm 1981, Pollock 1974), coherentism (Bonjour 1985, Lehrer 1974), reliabilism (Dretske 1981, Goldman 1986) and contextualism (DeRose 1995, Lewis 1996). While proponents of SAE don’t agree about how to define naturalized epistemology, most agree that a thoroughgoing naturalism in epistemology can’t work. For the purposes of this paper, we will suppose that a naturalistic theory of epistemology takes as its core, as its starting-point, an empirical theory. The standard argument against naturalistic approaches to epistemology is that empirical theories are essentially descriptive, while epistemology is essentially prescriptive, and a descriptive theory cannot yield normative, evaluative prescriptions. In short, naturalistic theories cannot overcome the is-ought divide.

In this essay Juho Ritola develops a justificationist approach to social epistemology, which holds that normatively satisfactory social processes pertaining to the acquisition, storage, dissemination, and use of knowledge must be evidence-based processes that include appropriate reflective attitudes by the relevant agents and, consequently, the relevant institutions. This implies that the teaching of critical thinking and reasoning in general should strive to bring about such attitudes in students. Ritola begins by sketching a justificationist approach and defending it on a general level against the criticism posed by Alvin Goldman. He then defends it on the level of individual reasoners against the argument set out by Michael Bishop and J.D. Trout. Based on empirical evidence, Bishop and Trout argue that the kind of reflection advocated by a justificationist approach to reasoning leads to worse outcomes than the use of various statistical prediction rules. Ritola, in contrast, maintains that one cannot and should not replace critical reflection on evidence by a mechanical application of rules. Instead, he asserts, statistical prediction rules and empirical evidence regarding our reasoning performance are part of the total evidence that we should reflect on in our critical reasoning.

Fred Dretske began his review of my book, The Fragmentation of Reason, with the warning that it would ‘get the adrenalin pumping’ if you are a fan of episte- mology in the analytic tradition (Dretske 1992). Well, if my book got the adrenalin pumping, this one will make your blood boil. Bishop and Trout (B&T) adopt the label ‘Standard Analytic Epistemology (SAE)’ for ‘a contin- gently clustered class of methods and theses that have dominated English- speaking epistemology for much of the past century’(p. 8), and they make a spirited case for the view that SAE should be abandoned; it’s just not worth doing. According to B&T, ‘the main problem with SAE is methodological: its goals and methods are beyond repair’ (p. 22). For them, the primary goal of an epistemology worth having is prescriptive; it should tell us how to go about the business of reasoning. They are ‘driven by a vision of what epistemology could be —normatively reason guiding and genuinely capable of benefiting the world’ (p. 7). For the most part, they maintain, SAE does not even try to guide..

is normative in the sense that (1) it aims to make recommendations for improving human judgment; (2) it aims to have a practical impact on morally and politically significant human decisions and actions; and (3) it studies normative, rational judgment qua rational judgment. These nonstandard ways of understanding ACP as normative collectively suggest a new interpretation of the strong replacement thesis that does not call for replacing normative epistemic concepts, relations, and inquiries with descriptive, causal ones. Rather, it calls for recognizing that the aims and normative inquiries of epistemology and normative psychology have become intermutual in nature. Key Words: Heuristics and biases • applied cognitive psychology • normative psychology • rationality • naturalized epistemology • Epistemics • Applied Naturalized Epistemology • strong replacement • strategic reliabilism • ameliorative psychology.

Strategic Reliabilism is a framework that yields relative epistemic evaluations of belief-producing cognitive processes. It is a theory of cognitive excellence, or more colloquially, a theory of reasoning excellence (where 'reasoning' is understood very broadly as any sort of cognitive process for coming to judgments or beliefs). First introduced in our book, Epistemology and the Psychology of Human Judgment (henceforth EPHJ), the basic idea behind SR is that epistemically excellent reasoning is efficient reasoning that leads in a robustly reliable fashion to significant, true beliefs. It differs from most contemporary epistemological theories in two ways. First, it is not a theory of justification or knowledge – a theory of epistemically worthy belief. Strategic Reliabilism is a theory of epistemically worthy ways of forming beliefs. And second, Strategic Reliabilism does not attempt to account for an epistemological property that is assumed to be faithfully reflected in the epistemic judgments and intuitions of philosophers. If SR makes recommendations that accord with our reflective epistemic judgments and intuitions, great. If not, then so much the worse for our reflective epistemic judgments and intuitions.

In their recent book, Epistemology and the Psychology of Human Judgment, Michael Bishop and J.D. Trout have challenged Standard Analytic Epistemology (SAE) in all its guises and have endorsed a version of the "replacement thesis"--proponents of which aim at replacing the standard questions of SAE with psychological questions. In this article I argue that Bishop and Trout offer an incomplete epistemology that, as formulated, cannot address many of the core issues that motivate interest in epistemological questions to begin with, and so is not a fit replacement.

Abstract Like the logical empiricists many contemporary philosophers wish to bring the determinateness of scientific judgment to epistemology. Recent efforts to naturalise epistemology (such as those of the Churchlands) seem to jeopardise the position of epistemology as a normative discipline. Putnam argues that attempts to naturalise epistemology are self?refuting. My goal is not to defeat the project for the naturalisation of epistemology, but rather to help clarify what it does and does not amount to. I maintain that attempts to completely eliminate the normative will be either forever incomplete or inimical to the progress of science. However, because it is the first horn of this dilemma which will prevail, these considerations do not undermine the importance of future epistemology carefully attending to the results of the relevant sciences.