Acta Analytica 25 (2):195-214 (2010)

Authors
Joshue Orozco
Whitworth College
Abstract
Children learn and come to know things about the world at a very young age through the testimony of their caregivers. The challenge comes in explaining how children acquire such knowledge. Since children indiscriminately receive testimony, their testimony-based beliefs seem unreliable, and, consequently, should fail to qualify as knowledge. In this paper I discuss some attempted explanations by Sandy Goldberg and John Greco and argue that they fail. I go on to suggest that what generates the problem is a hidden assumption that the standards for testimonial knowledge are invariant between children and cognitively mature adults. I propose that in order to adequately explain how children acquire testimonial knowledge we should reject this hidden assumption. I then argue that understanding knowledge in terms of intellectual skills gives us a plausible framework to do so.
Keywords Epistemology  Testimony  Knowledge  Skills  Virtues
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DOI 10.1007/s12136-009-0085-x
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References found in this work BETA

The Morality of Happiness.Julia Annas - 1993 - Oxford University Press.

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Citations of this work BETA

Epistemic Buck-Passing and the Interpersonal View of Testimony.Judith Baker & Philip Clark - 2018 - Canadian Journal of Philosophy 48 (2):178-199.

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