Online research in philosophy

The value problem -- Unpacking the value problem -- The swamping problem -- fundamental and non-fundamental epistemic goods -- The relevance of epistemic value monism -- Responding to the swamping problem I : the practical response -- Responding to the swamping problem II : the monistic response -- Responding to the swamping problem III : the pluralist response -- Robust virtue epistemology -- Knowledge and achievement -- Interlude : is robust virtue epistemology a reductive theory of knowledge? -- Achievement without achievement -- Back to the value problem -- Contra virtue epistemology -- Two master intuitions about knowledge -- Anti-luck virtue epistemology -- Interlude : is anti-luck virtue epistemology a reductive theory of knowledge? -- Diagnosing the structure of knowledge -- Back to the value problem -- The final value of achievements -- Understanding -- Understanding and epistemic luck -- Understanding and cognitive achievement -- Back to the value problem -- Two potential implications of the distinctive value of understanding thesis -- The traditional analytical project and the central tension -- Knowledge, evidence, and reasons -- Concepts versus phenomena -- The way ahead -- Perceptual-recognitional abilities -- Broad and narrow competence -- Avoiding reduction -- Perpetual-recognitional abilities -- Broad and narrow competence -- Avoiding reduction -- Perceptual knowledge and justified belief -- Closure and doxastic responsibility -- Knowledge from indicators -- Recognitional abilities again -- Detached standing knowledge -- Back to knowledge from indicators -- Taking stock -- Why knowledge matters -- Approaching the epistemology of testimony -- Telling and informing -- Acquiring true beliefs and acquiring knowledge through being told -- Access to facts about knowledge -- The modest route -- Fool's knowledge -- The distinctive value of knowledge -- Fool's justification -- Arguing from illusion -- The regress of justifications -- Transparency and knowledge -- Transparency and entitlement -- On trying to do without transparency -- Transparency and luminosity -- Non-sensible knowledge -- Self-knowledge -- Non-sensible knowledge of action -- The two dimensions -- The distinctive value of knowledge of action -- Non-observational knowledge -- Practical knowledge and intention -- Practical knowledge and direction of fit.

I defend Frank Jackson's knowledge argument against physicalism in the philosophy of mind from a criticism that has been advanced by Laurence Nemirow and David Lewis. According to their criticism, what Mary lacked when she was in her black and white room was a set of abilities; she did not know how to recognize or imagine certain types of experience from a first-person perspective. Her subsequent discovery of what it is like to experience redness amounts to no more than her acquisition of these abilities. The physicalist can admit this, since it does not commit one to the view that there are any facts of which Mary was ignorant (in spite of her exhaustive knowledge of truths about the physical world). I argue against this view, on the grounds that the knowledge of what an experience is like cannot be equated with the possession of any set of abilities.

This paper reveals and corrects a flaw in Nozick’s account of knowledge via inference. First, two counterexamples are provided by considering cases which would not typically be regarded as instances of knowledge although they are counted as such by Nozick’s theory. Then the general form of these counterexamples is given. From this it is apparent that the counterexamples show that Nozick’s theory fails to take account of cases in which the subject infers q from p, but in counterfactual situations some proposition other than p would entail q. In view of this, the theory is then revised to eliminate the counterexamples.

The interest of epistemic comparative conditionals comes from the fact that they represent genuine ‘comparative epistemic relations’ between propositions, situations, evidences, abilities, interests, etc. This paper argues that various types of epistemic comparative conditionals uniformly represent comparative epistemic relations via the comparison of epistemic positions rather than the comparison of epistemic standards. This consequence is considered as a general constraint on a theory of knowledge attribution, and then further used to argue against the contextualist thesis that, in some cases, considering a new counter- possibility can raise the epistemic standard of knowledge attribution. Instead, the paper shows that considering a new counter-possibility can only lower the epistemic position of a putative knower. Moreover, since the comparison, by the nature of conditionals, is free from any commitment to the truth-values of specific knowledge attributions, my conclusion is free from the debate between contextualism and invariantism on whether the truth-value of a knowledge attribution can actually vary with context.

Nozick analyzes fundamental issues, such as the identity of the self, knowledge and skepticism, free will, the foundations of ethics, and the meaning of life.

In discussions in cognitive science, philosophy of language, philosophy of mind, and linguistics, it is often taken for granted that we (as well as some machines) have certain abilities, such as the ability to do multiplications or the ability to identify grammatical sentences. Such abilities are regarded as in some sense infinitary, and they are identified with, or taken to be based upon, knowledge of the relevant rules (the rule of multiplication, or the rules of grammar). In what follows, I argue that whatever such abilities we do possess are not infinitary in any plausible sense. Therefore, the (alleged) infinitary nature of our (or a machine's) knowledge of such rules cannot be accounted for by bringing it back to infinitary abilities.

A conception of recognitional abilities and perceptual-discriminative abilities is deployed to make sense of how perceptual experiences enable us to make cognitive contact with objects and facts. It is argued that accepting the emerging view does not commit us to thinking that perceptual experiences are essentially relational, as they are conceived to be in disjunctivist theories. The discussion explores some implications for the theory of knowledge in general and, in particular, for the issue of how we can shed light on the nature of knowledge is if we do not aim to provide conceptual analyses of knowledge in terms of true belief plus something else. Consideration is also given how we can best make sense of the practical value that knowledge has for us.

This article outlines a conception of perceptual-recognitional abilities. These include abilities to recognize certain things from their appearance to some sensory modality, as being of some kind, or as possessing some property. An assumption of the article is that these abilities are crucial for an adequate understanding of perceptual knowledge. The specific aim here is to contrast those abilities with abilities or competences as conceived in the virtue-theoretic literature, with particular reference to views of Ernest Sosa and John Greco. In the course of the discussion, it is emphasized that the notion of exercising a perceptual-recognitional ability is a success notion: exercising such an ability is nothing less than acquiring knowledge. Even so, the view can make sense of our fallibility. It can also be defended in the face of an objection stemming from consideration of what are here called success-rate abilities.

Much has been learned about genetic influence on cognitive abilities that might be helpful in thinking about genetic influence on other abilities such as art and sports, which have not yet been investigated using genetic research strategies. Some new findings on cognitive abilities go beyond merely demonstrating genetic influence. Misinterpretations of the meaning of genetic influence are discussed.

According to Nozick’s tracking theory of knowledge, an agent a knows that p just in case her belief that p is true and also satisfies the two tracking conditionals that had p been false, she would not have believed that p , and had p been true under slightly different circumstances, she would still have believed that p . In this paper I wish to highlight an interesting but generally ignored feature of this theory: namely that it is reminiscent of a dispositional account of knowledge: it invites us to think of knowledge as a manifestation of a cognitive disposition to form true beliefs. Indeed, given a general account of dispositions in terms of subjunctive conditionals, the two tracking conditionals are satisfied just in case the belief in question results from some cognitive disposition to form true beliefs. Recently, such a conditional account of dispositions has, however, been criticised for its vulnerability to so-called ‘masked’, ‘mimicked’ and ‘finkish’ counterexamples. I show how the classical counterexamples to Nozick’s theory divide smoothly into four corresponding categories of counterexamples from epistemic masking, mimicking and finkishness. This provides strong evidence for the thesis that satisfaction of the two tracking conditionals is symptomatic of knowledge and that knowledge is instead constituted by a dispositional capability to form true beliefs. The attempt to capture such a cognitive, dispositional capability in terms of the tracking conditionals, although providing a good approximation in a wide variety of cases, still comes apart from the real thing whenever the epistemic layout is characterised by masking-, mimicking- and finkish mechanisms. In the last part of the paper I explore the prospect of improving the tracking theory in the light of these findings.