Epistemic agents interact with evidence in different ways. This can cause trouble for mutual understanding and for our ability to rationally engage with others. Indeed, it can compromise democratic practices of deliberation. This paper explains these differences by appeal to a new notion: epistemic styles. Epistemic styles are ways of interacting with evidence that express unified sets of epistemic values, preferences, goals, and interests. The paper introduces the notion of epistemic styles and develops a systematic account of their nature. It (...) then discusses the implications of epistemic styles for central questions in epistemology, in particular, for issues surrounding rational engagement and for the debate between virtue epistemologists and epistemic situationists. (shrink)

The aim of this article is to investigate the general and special obligations of parents with respect to the shaping of consumption habits, from a liberal egalitarian perspective. The article argues that, in virtue of them being well placed to shape the next generation's consumption habits, parents have a duty of justice to prevent their children from developing expensive consumption habits in order to enable them to leave their fair share to others. In virtue of the special relationship they have (...) with their children, parents have a duty of care, and this may also require parents to prevent their children from developing expensive consumption habits. Then the article discusses whether and under which conditions these duties hold in unjust circumstances, where a consumerist ethos is predominant and where other parents and educational agents do not collaborate effectively. (shrink)

Journal of Philosophy of Education, EarlyView.

In this paper, I argue that epistemic injustice can result from transformative learning. Transformative learning causes a radical change in the structure of a student’s personal epistemic resources to bring them in line with the structure of a discipline’s shared epistemic resources. When those shared epistemic resources are biased, this transformation prevents students from retaining aspects of their personal epistemic resources which it is strongly in their interests (as well as in the interests of the broader epistemic community) to retain. (...) In these cases, transformative learning causes epistemic injustice in the form of inferential injustice. (shrink)

What’s important about ‘coming out’? Why do we wear business suits or Star Trek pins? Part of the answer, we think, has to do with what we call agential identity. Social metaphysics has given us tools for understanding what it is to be socially positioned as a member of a particular group and what it means to self-identify with a group. But there is little exploration of the general relationship between self-identity and social position. We take up this exploration, developing (...) an account of agential identity—the self-identities we make available to others. Agential identities are the bridge between what we take ourselves to be and what others take us to be. Understanding agential identity not only fills an important gap in the literature, but also helps us explain politically important phenomena concerning discrimination, malicious identities, passing, and code-switching. These phenomena, we argue, cannot be understood solely in terms of self-identity or social position. (shrink)

The aim of this article is to investigate the general and special obligations of parents with respect to the shaping of consumption habits, from a liberal egalitarian perspective. The article argues that, in virtue of them being well placed to shape the next generation's consumption habits, parents have a duty of justice to prevent their children from developing expensive consumption habits in order to enable them to leave their fair share to others. In virtue of the special relationship they have (...) with their children, parents have a duty of care, and this may also require parents to prevent their children from developing expensive consumption habits. Then the article discusses whether and under which conditions these duties hold in unjust circumstances, where a consumerist ethos is predominant and where other parents and educational agents do not collaborate effectively. (shrink)

Virtue signaling—using public moral discourse to enhance one’s moral reputation—is a familiar concept. But, what about profile pictures framed by “Vaccines work!”? Or memes posted to anti-vaccine groups echoing the group’s view that “Only sheep believe Big Pharma!”? These actions don’t express moral views—both claims are empirical (if imprecise). Nevertheless, they serve a similar purpose: to influence the judgments of their audience. But, where rainbow profiles guide their audience to view the agent as morally good, these acts guide their audience (...) to view the agent as epistemically good. They are instances of epistemic virtue signaling. The first goal of this paper is to offer an account of epistemic virtue signaling. I argue that epistemic virtue signaling occurs through both behavioral and propositional signals, and serves purposes similar to those of moral virtue signaling across a wide variety of discourses. The second is to show that there is much work for this concept to do. In particular, this concept illuminates a double bind faced by those who suffer from and seek to overcome testimonial injustice. I close by demonstrating how this double bind arises in the dissolution of medical autonomy, focusing on the care gap faced by pregnant women of color in the United States today, as compared with their white counterparts. (shrink)