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  1. Exemplarism in Moral Education: Problems with Applicability and Indoctrination.Michel Croce - 2019 - Journal of Moral Education 48 (3):291-302.
    This article introduces an account of moral education grounded in Zagzebski’s recent Exemplarist Moral Theory and discusses two problems that have to be solved for the account to become a realistic alternative to other educational models on the market, namely the limited-applicability problem and the problem of indoctrination. The first problem raises worries about the viability of the account in ordinary circumstances. The second charges the proposed educational model with indoctrinating students. The main goal of this article is to show (...)
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  • Educating for Intellectual Virtue: A Critique From Action Guidance.Ben Kotzee, J. Adam Carter & Harvey Siegel - 2019 - Episteme:1-23.
    Virtue epistemology is among the dominant influences in mainstream epistemology today. An important commitment of one strand of virtue epistemology – responsibilist virtue epistemology (e.g., Montmarquet 1993; Zagzebski 1996; Battaly 2006; Baehr 2011) – is that it must provide regulative normative guidance for good thinking. Recently, a number of virtue epistemologists (most notably Baehr, 2013) have held that virtue epistemology not only can provide regulative normative guidance, but moreover that we should reconceive the primary epistemic aim of all education as (...)
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  • Citizenry Incompetence and the Epistemic Structure of Society.Leandro De Brasi - 2018 - Filosofia Unisinos 19 (3).
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  • Il potenziale educativo degli esemplari intellettuali.Michel Croce - 2018 - Ethics and Politics 20 (2):143-162.
    This paper explores the educational potential of epistemic exemplars, namely those individuals who possess intellectual virtues to an exceptional degree. It purports to do so by applying the exemplarist framework proposed by Linda Zagzebski in her Exemplarist Moral Theory (2017) to the domain of intellectual virtues. After a brief summary of the main features of her view, I explain how the exemplarist dynamics can apply to the intellectual domain. Then, I introduce the basics of an exemplar-based account of education and (...)
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