Testimonial knowledge in early childhood, revisited

Many epistemologists agree that even very young children sometimes acquire knowledge through testimony. In this paper I address two challenges facing this view. The first (building on a point made in Lackey (2005)) is the defeater challenge, which is to square the hypothesis that very young children acquire testimonial knowledge with the fact that children (whose cognitive immaturity prevents them from having or appreciating reasons) cannot be said to satisfy the No-Defeaters condition on knowledge. The second is the extension challenge, which is to give a motivated, extensionally-adequate account of the conditions on testimonial knowledge in early childhood. Neither challenge can be met merely by endorsing externalism about knowledge; but we can meet both by reconceiving the process that eventuates in the child’s consumption of testimony. My central thesis is that this process should be seen as implicating features of the child's social environment. The result is a novel anti-individualistic externalism about knowledge.
Keywords Analytic Philosophy  Contemporary Philosophy  Philosophy of Mind
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ISBN(s) 0031-8205
DOI 10.1111/j.1933-1592.2007.00113.x
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References found in this work BETA
Epistemology and Cognition.Alvin I. Goldman - 1986 - Harvard University Press.
Warrant and Proper Function.Alvin Plantinga - 1993 - Oxford University Press.
Knowledge in a Social World.Alvin I. Goldman - 1999 - Oxford University Press.
Individualism and the Mental.Tyler Burge - 1979 - Midwest Studies in Philosophy 4 (1):73-122.

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Citations of this work BETA
The Division of Epistemic Labor.Sandy Goldberg - 2011 - Episteme 8 (1):112-125.
Lexical Norms, Language Comprehension, and the Epistemology of Testimony.Endre Begby - 2014 - Canadian Journal of Philosophy 44 (3-4):324-342.
Testimony, Evidence and Interpersonal Reasons.Nick Leonard - 2016 - Philosophical Studies 173 (9):2333-2352.
Epistemic Dependence in Testimonial Belief, in the Classroom and Beyond.Sanford Goldberg - 2013 - Journal of Philosophy of Education 47 (2):168-186.
Perception, History and Benefit.Mona Simion - 2016 - Episteme 13 (1):61-76.

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