Sex, Gender, Ethics, and the Darwinian Evolution of Humanity examines the impact of Darwin's 'Descent of Man' on contemporary biology and the humanities. Its publication in 1871 was a founding event in anthropology. Its content was primarily concerned with the development of sexual life, social life, and intellectual life, not only as outcomes of evolution, but as components that have actively intermixed over time with the evolutionary mechanism of natural selection. The stamp of Darwinism on modern thought is still very (...) important and brings novelties to academic studies. Several fields influenced by Darwinian anthropology developed in recent decades, including evolutionary ethics, the evolution of sociality and sexual communication in animal and plant species. Sociobiology and evolutionary psychology are topics that draw heavily on Darwin's 'Descent of Man'. The understanding of Darwin's thought has also progressed greatly in recent decades, following the systematic study of Darwin's correspondence and notebooks, leading to a reassessment of the development of his thought on humans, social groups, and heredity, and how they come together in his theory of evolution. The book combines a historical perspective on Darwin's achievement and his legacy. It will be of interest to students and scholars in a variety of fields, from experimental biology to the social and historical sciences. (shrink)

À propos des vénérables malentendus philosophiques et de l'inévitable transition culturelle.

Souvent, la science est associée à l'idée de progrès et d'émancipation des peuples. Il en fut ainsi au temps des Lumières, puis sous la Révolution française. Elle est parfois aussi contestée en raison même du progrès et de ses conséquences: destruction de la nature, productivisme à outrance... Les scientifiques sont alors considérés comme indifférents aux valeurs humanistes, acteurs d'une " science sans conscience " au service des pires projets, totalitaires, racistes, brutalement colonisateurs. A quelles conditions la science peut-elle aujourd'hui avancer (...) et faire avancer l'homme? Faut-il généraliser le principe de précaution? Dans un monde où la science est financée, organisée ou stimulée d'une part par la puissance publique et d'autre part par le marché, qui décide in fine? Comment faire vivre le lien entre liberté des scientifiques et progrès social? Quels sont les rapports entre démocratie et science? Et, si la science a encore un avenir, quel est-il? (shrink)

Johnny Hallyday was France's first rock and roll star and was honored as a national hero at his funeral, which was attended by nearly a million people. The funeral of Pierre Boulez, on the other hand received little fanfare. This book attempts to resolve this discrepancy.

This paper tackles the problem of defining what a cognitive expert is. Starting from a shared intuition that the definition of an expert depends upon the conceptual function of expertise, I shed light on two main approaches to the notion of an expert: according to novice-oriented accounts of expertise, experts need to provide laypeople with information they lack in some domain; whereas, according to research-oriented accounts, experts need to contribute to the epistemic progress of their discipline. In this paper, I (...) defend the thesis that cognitive experts should be identified by their ability to perform the latter function rather than the former, as novice-oriented accounts, unlike research-oriented ones, fail to comply with the rules of a functionalist approach to expertise. (shrink)

This paper focuses on extant approaches to counteract the consumption of fake news online. Proponents of structural approaches suggest that our proneness to consuming fake news could only be reduced by reshaping the architecture of online environments. Proponents of educational approaches suggest that fake news consumers should be empowered to improve their epistemic agency. In this paper, we address a question that is relevant to this debate: namely, whether fake news consumers commit mistakes for which they can be criticized and (...) that they could easily avoid by reforming their doxastic conduct. Proponents of structural approaches, like R. Rini and B. Millar, have defended in different ways a negative answer to this question. In this paper, we criticize their views and suggest that individual users could improve on their epistemic practice by widening their information diet. (shrink)

This paper takes issue with the exemplarist strategy of fostering virtue development with the specific goal of improving its applicability in the context of education. I argue that, for what matters educationally, we have good reasons to endorse a liberal account of moral exemplarity. Specifically, I challenge two key assumptions of Linda Zagzebski’s Exemplarist Moral Theory (2017), namely that moral exemplars are exceptionally virtuous agents and that imitating their behavior is the main strategy for acquiring the virtues. I will introduce (...) and discuss the notions of enkratic exemplars and injustice illuminators and show that we have good reasons to consider them moral exemplars although they fail to satisfy (either of) the key assumptions. (shrink)

According to a recent account of epistemic authority proposed by Linda Zagzebski (2012), it is rational for laypersons to believe on authority when they conscientiously judge that the authority is more likely to form true beliefs and avoid false ones than they are in some domain. Christoph Jäger (2016) has recently raised several objections to her view. By contrast, I argue that both theories fail to adequately capture what epistemic authority is, and I offer an alternative account grounded in the (...) abilities that different kinds of authorities are required to possess. (shrink)

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 (...) how an exemplar-based account of moral education can handle both problems without compromising its structure and upshot. (shrink)

This paper confronts Zagzebski’s exemplarism with the intertwined debates over the conditions of exemplarity and the unity-disunity of the virtues, to show the advantages of a pluralistic exemplar-based approach to moral education (PEBAME). PEBAME is based on a prima facie disunitarist perspective in moral theory, which amounts to admitting both exemplarity in all respects and single-virtue exemplarity. First, we account for the advantages of PEBAME, and we show how two figures in recent Italian history (Giorgio Perlasca and Gino Bartali) satisfy (...) Blum’s definitions of ‘moral hero’ and ‘moral saint’ (1988). Then, we offer a comparative analysis of the effectiveness of heroes and saints with respect to character education, according to four criteria derived from PEBAME: admirability, virtuousness, transparency, and imitability. Finally, we conclude that both unitarist and disunitarist exemplars are fundamental to character education; this is because of the hero's superiority to the saint with respect to imitability, a fundamental feature of the exemplar for character education. (shrink)

Having served for a long time under Ostrogothic kings, then removed from office, Cassiodorus (vith century) designed his writings for the members of the famous monastery that he founded at Vivarium. In his monumental Expositio Psalmorum, meant for the novices, he wanted to give his readers not only an exegesis of the biblical text, but rudiments of Liberal Arts too, especially of dialectics and logic. This paper intends to show Cassiodorus’ conception of an orthodox study of dialectics, and his pedagogical (...) devices. Then is considered the way in which Cassiodorus applies in his commentary categorical and hypothetical syllogistics. Finally, special attention is given to Cassiodorus’ rigorous demonstration about the famous Three Chapters controversy. In the dialectical passages of the Expositio appears the artificial cha­racter of this attempt to reconcile secular culture and biblical exegesis. The best in Cassiodo­rus’ enterprise is his enthusiasm. (shrink)

This chapter introduces a novel account of fake news and explains how it differs from other definitions on the market. The account locates the fakeness of an alleged news report in two main aspects related to its production, namely that its creators do not think to have sufficient evidence in favor of what they divulge and they fail to display the appropriate attitude towards the truth of the information they share. A key feature of our analysis is that it does (...) not require that fake news must be circulated with the intention to deceive one’s audience. In this way, our account overcomes a potential limitation of the current philosophical discussion about fake news, which appears to individuate the main problem with this phenomenon in the fact that fake news consumers are misled and misinformed. In contrast, the proposed analysis shows that an additional (and perhaps equally fundamental) problem uncovered by the spread of fake news is a widespread pathological relationship with information, one on which we consume information not to satisfy our interest in the truth but to strengthen our social identities and quench our hunger for social recognition. (shrink)

While possessing moral understanding is agreed to be a core epistemic and moral value, it remains a matter of dispute whether it can be acquired via testimony and whether it involves an ability to engage in moral reasoning. This paper addresses both issues with the aim of contributing to the current debates on moral understanding in moral epistemology and virtue ethics. It is argued that moral epistemologists should stop appealing to the argument from the transmissibility of moral understanding to make (...) a case for their favorite view of moral understanding. It is also argued that proponents of exemplarist moral theories cannot remain neutral on whether the ability to engage in moral reasoning is a necessary component of moral understanding. (shrink)

This article takes issue with two prominent views in the current debate around epistemic partiality in friendship. Strong views of epistemic partiality hold that friendship may require biased beliefs in direct conflict with epistemic norms. Weak views hold that friendship may place normative expectations on belief formation but in a manner that does not violate these norms. It is argued that neither view succeeds in explaining the relationship between epistemic norms and friendship norms. Weak views inadvertently endorse a form of (...) motivated reasoning, failing to resolve the normative clash they seek to avoid. Strong views turn out to be incoherent once we consider the question of whether the requirement to form an epistemically partial belief is independent of whether the belief in question would be true. It is then argued that an epistemology of friendship should recognise the special role that understanding plays in friendship. On this view, friendship normatively requires understanding the truth about our friends. This entails that epistemic partiality, far from being a requirement, is in fact at odds with good friendship. (shrink)

In this paper, we provide a detailed critical review of current approaches to ecthesis in Aristotle’s Prior Analytics, with a view to motivate a new approach, which builds upon previous work by Marion & Rückert (2016) on the dictum de omni. This approach sets Aristotle’s work within the context of dialectic and uses Lorenzen’s dialogical logic, hereby reframed with use of Martin-Löf's constructive type theory as ‘immanent reasoning’. We then provide rules of syllogistic for the latter, and provide proofs of (...) e-conversion, Darapti and Bocardo and e-subalternation, while showing how close to Aristotle’s text these proofs remain. (shrink)

"Next to Sartre's Search for a Method and in direct opposition to it, Foucault's work is the most noteworthy effort at a theory of history in the last 50 years." -- Library Journal.

Marking a major development in Foucault's thinking, this book derives from the lecture course which he gave at the College de France between January and April, 1978. Taking as his starting point the notion of "bio-power," introduced both in his 1976 course Society Must be Defended and in the first volume of his History of Sexuality, Foucault sets out to study the emergence of this new technology of power over population."--BOOK JACKET.

This contribution discusses two aspects of Watson’s account of epistemic rights: namely, the nature of epistemic rights, and a particular form of epistemic rights violation that Watson calls the abuse of perceived epistemic authority. It is argued that Watson’s take on both aspects is unsatisfactory, and some suggestions for an alternative view are offered.

Christian Quast has recently embarked on the project of systematizing the debate about the notion of expertise, an extremely fascinating and important issue addressed by scholars of many disciplines yet still in need of an interdisciplinary take. He sheds light on a number of relevant features of this notion and defends what he calls a “balanced” account of expertise, namely one that defines this concept in light of an expert’s dispositions, manifestations of their dispositions, and social role or function. In (...) this critical reply, I offer some considerations that put pressure on Quast’s balanced account and hopefully help anyone interested in this debate take a step forward toward explaining what it takes for one to be an expert. The reply is structured as follows. First, I argue that his allegedly balanced view is liable to a potentially compromising tension between its function component and the ingredients of objective expertise (§1). Then, I show that Quast’s threefold characterization of an objective expert is too strong, as it imposes conditions that several individuals whom we would consider experts are unable to fulfill (§2). Finally, I provide reasons in favor of endorsing an objective account of expertise in light of some specific features of our society and show how this account can take into due consideration the different services experts ordinarily perform (§3). (shrink)

Language and the birth of "literature." A preface to transgression. Language to infinity. The father's "no." Fantasia of the library.--Counter-memory: the philosophy of difference. What is an author? Nietzsche, genealogy, history. Theatrum philosophicum.--Practice: knowledge and power. History of systems of thought. Intellectuals and power. Revolutionary action: "until now.".

A recent paper by Bullock (2018) raises a dilemma for proponents of epistemic paternalism. If epistemic paternalists contend that epistemic improvements contribute to one’s wellbeing, then their view conflates with general paternalism. Instead, if they appeal to the notion of a distinctive epistemic value, their view is unjustified, in that concerns about epistemic value fail to outweigh concerns about personal sovereignty. In this chapter, I address Bullock’s challenge in a way that safeguards the legitimacy of epistemic paternalism, albeit restricting its (...) scope to a limited range of cognitive projects. After shedding light on a problem with how Bullock singles out cases to which the dilemma applies, I argue that there is at least one reasonable way of interpreting the notion of ‘personal autonomy’ which legitimates and justifies undertaking epistemically paternalistic interferences for one’s epistemic good. (shrink)

The Care of the Self is the third and possibly final volume of Michel Foucault’s widely acclaimed examination of "the experience of sexuality in Western society." Foucault takes us into the first two centuries of our own era, into the Golden Age of Rome, to reveal a subtle but decisive break from the classical Greek vision of sexual pleasure. He skillfully explores the whole corpus of moral reflection among philosophers and physicians of the era, and uncovers an increasing mistrust (...) of pleasure and growing anxiety over sexual activity and its consequences. (shrink)

Article Summary. The epistemology of disagreement studies the epistemically relevant aspects of the interaction between parties who hold diverging opinions about a given subject matter. The central question that the epistemology of disagreement purports to answer is how the involved parties should resolve an instance of disagreement. Answers to this central question largely depend on the epistemic position of each party before disagreement occurs. Two parties are equally positioned from an epistemic standpoint—namely, they are epistemic peers—to the extent that they (...) have roughly equal access to the evidence and comparable intellectual resources. When one party is epistemically better positioned than the other—that is, when one is an epistemic superior—it is widely agreed that this party should retain their belief while the other party—the epistemic inferior—should revise their opinion in the direction of what the epistemic superior believes. Addressing the central question is a complex task when the disagreeing parties are epistemic peers. Three main answers can be distinguished. Conciliatory answers mandate that both parties revise—i.e. lower their confidence in—their beliefs upon the occurrence of peer disagreement. Steadfast answers allow both parties to retain their respective beliefs, thereby committing them to demote the epistemic position of the interlocutor. The third group of answers suggests that the solution to peer disagreement depends on whether either party is highly justified in holding their belief. If either party is highly justified, then it is rational that this party retains its view. If neither party is highly justified, both should revise. The epistemology of disagreement addresses further important questions such as: whether the occurrence of disagreement opens the doors to skepticism and/or relativism; what the consequences of epistemic disagreement on intellectual character are; what laypeople should do when experts disagree with each other; and whether disagreement among groups can be treated in the same way as disagreement among individuals. (shrink)

Marking a major development in Foucault's thinking, this book derives from the lecture course which he gave at the College de France between January and April, 1978. Taking as his starting point the notion of "bio-power," introduced both in his 1976 course Society Must be Defended and in the first volume of his History of Sexuality, Foucault sets out to study the emergence of this new technology of power over population."--BOOK JACKET.

En allant sur les traces sublimes des paysages de Nietzsche à Sils-Maria, Michel Onfray propose une généalogie géologique de sa pensée : les montagnes et les lacs sont, entre les avalanches, les lieux où naît le surhomme qui n'est pas une figure politique mais une figure éthique. Chacun, et chacune, peut être surhomme, il suffit pour ce faire de savoir ce qu'est le réel, de le vouloir et de l'aimer, ce qui conduit à une joie à la portée de (...) tous. Contre les usages fascistes ou gauchistes de Nietzsche, Michel Onfray propose la sagesse antique réactualisée par le philosophe allemand pour nos temps postchrétiens."--Page 4 of cover. (shrink)

Some proponents of the Integrated Information Theory of consciousness profess strong views on the Neural Correlates of Consciousness, namely that large swathes of the neocortex, the cerebellum, at least some sensory cortices, and the so-called limbic system are all not essential for any form of conscious experiences. We argue that this connection is not incidental. Conflation between strong and weak versions of the theory has led these researchers to adopt definitions of NCC that are inconsistent with their own previous definitions, (...) inadvertently betraying the promises of an otherwise fruitful empirical endeavour. (shrink)

The recent literature has seen a burgeoning discussion of the idea that the overarching epistemic goal of education is the cultivation of the intellectual virtues. Moreover, there have been attempts to put this idea into practice, with virtue-led educational interventions in schools, universities, and even prisons. This paper explores the question of whether—and, if so, to what degree—such intellectual virtue-based approaches to education are essentially social. The focus in this regard is on the role of intellectual exemplars within this approach, (...) and in particular the extent to which direct social interaction with such exemplars is crucial to the implementation of this educational methodology. (shrink)

In this entry, I offer a critical analysis of virtue epistemology, which is a fundamental collection of recent approaches to epistemology. After a few remarks on the roots of this view, I reconstruct the key features of the two main accounts of virtue epistemology and I discuss how these accounts respond to some traditional epistemological challenges. -/- Questo contributo propone una disamina critica dell’epistemologia delle virtù, una delle correnti più importanti della teoria della conoscenza contemporanea. Dopo un breve affondo sulle (...) origini di questa corrente, vengono analizzate le caratteristiche dei due approcci fondamentali all’epistemologia delle virtù e le risposte che essi offrono ad alcuni problemi epistemologici tradizionali. (shrink)

Influential philosopher Michel Serres’s foundational work uses fable to explore how human relations are identical to that of the parasite to the host body. Among Serres’s arguments is that by being pests, minor groups can become major players in public dialogue—creating diversity and complexity vital to human life and thought. Michel Serres is professor in history of science at the Sorbonne, professor of Romance languages at Stanford University, and author of several books, including _Genesis._ Lawrence R. Schehr is (...) professor of French at the University of Illinois, Urbana-Champaign. Cary Wolfe is Bruce and Elizabeth Dunlevie Professor of English at Rice University. His books include _Zoontologies: The Question of the Animal _. (shrink)

Il problema di determinare quali siano i fondamenti dell’etica si riflette direttamente sul dibattito tra le principali etiche normative che si è arricchito, in tempi molto recenti, della teoria morale detta “esemplarista”, proposta da Linda Zagzebski, voce illustre nel panorama della filosofia morale, della conoscenza e della religione analitiche. L’esemplarismo, come ogni altra teoria morale fondazionalista, ha a cuore la questione del fondamento, ma si distingue dalle classiche teorie fondazionaliste sfidando l’idea che tale fondamento possa essere un concetto. Infatti, Zagzebski (...) non fonda la sua teoria su uno dei concetti morali fondamentali (bene, virtù, atto giusto), bensì fa derivare la definizione di tali concetti dall’individuazione di un esemplare morale in “questa o quella” persona. In altre parole, l’esemplarismo trova la sua fondazione non-concettuale in quei soggetti che ammiriamo per la loro eccezionalità morale. Questo contributo intende fornire una breve analisi della proposta esemplarista suddivisa in due parti: nella prima parte, ricostruirò i lineamenti essenziali dell’esemplarismo tentando di definire chi sia l’esemplare e quale sia la struttura portante della teoria esemplarista; la seconda parte, invece, includerà una breve critica della proposta di Zagzebski e alcune riflessioni sui vantaggi e le prospettive di ricerca che essa apre. (shrink)

In recent decades, the digital age and the Third Industrial Revolution have attracted significant attention in terms of their benefits and risks. Scholars have explored the impact of these changes on autonomy, freedom, human interactions, cognition, and knowledge sharing. However, the influence of the digital communicative environment on civic interactions and public deliberation processes has received limited attention from virtue theorists. This paper aims to address this gap. First, we discuss the challenges posed by the digital communicative environment, and we (...) present recent attempts to revive civility within this context. Then, we propose a twofold account of civility as consisting in the two virtues of civic benevolence and civil deliberation. Finally, we focus on the epistemic side of civility, civil deliberation, and we conduct the first empirical studies on two of its components. (shrink)

This paper offers a critical introduction to moral epistemology, that is, one of the emerging disciplines within metaethics and epistemology. The main sections of this contribution are devoted to addressing the three following issues: first, whether it is possible to acquire moral knowledge; second, how – viz., through which sources – we can acquire moral knowledge; and third, which implications moral epistemology draws from empirical sciences.

Michel Serres is one of the most influential living theorists in European philosophy. This volume makes available a work which has a foundational place in the development of chaos theory, representing a tour de force application of the principles underlying Serres' distinctive philosophy of science.

The problem of explaining how we acquire knowledge via testimony gives rise to a dilemma, according to which any theory must make testimonial knowledge either too hard or too easy, and therefore no adequate account of testimonial knowledge is possible. In recent work, John Greco offers a solution to the dilemma on behalf of anti-reductionism that appeals to Edward Craig’s functionalist epistemology. It is argued that Greco’s solution is flawed, in that his functionalist account provides wrong verdicts of ordinary cases (...) of testimonial knowledge. In contrast, it is shown that both anti-reductionism and reductionism have the resources to solve the dilemma and provide the right verdicts in ordinary cases of testimonial knowledge without appealing to Greco’s functionalism. (shrink)

This paper attempts to provide a remedy to a surprising lacuna in the current discussion in the epistemology of expertise, namely the lack of a theory accounting for the epistemic authority of collective agents. After introducing a service conception of epistemic authority based on Alvin Goldman’s account of a cognitive expert, I argue that this service conception is well suited to account for the epistemic authority of collective bodies on a non-summativist perspective, and I show in detail how the defining (...) requirements of an expert can apply to epistemic groups. (shrink)

Questo contributo riguarda il tema specifico dell’umiltà come virtù etica e nasce all’interno di uno studio più ampio sulla relazione tra umiltà in campo morale e umiltà intellettuale, tema ricorrente tra i sostenitori della Virtue Epistemology. L’intento di questo saggio è quello di approfondire il recente dibattito circa la natura dell’umiltà come virtù e la sua definizione e il mio obiettivo è quello di mostrare come la tradizione aristotelico-tomista, generalmente sottovalutata da chi si occupa di umiltà nella filosofia analitica contemporanea, (...) possa fornire una risposta soddisfacente alle problematiche più recenti relative a questo tema. La struttura di questo breve contributo prevede un primo paragrafo in cui offrirò una sintetica panoramica sulla concezione di umiltà di Aristotele e Tommaso d’Aquino. Quindi, nel secondo paragrafo, analizzerò la ricezione di questa virtù all’interno della filosofia morale contemporanea di matrice analitica, affrontando due problemi di cui qualsiasi definizione di umiltà deve dare spiegazione: la compatibilità di umiltà e conoscenza di sé, e la possibilità, per chi eccelle in un determinato ambito, di essere umile. Mostrerò come la tradizione aristotelico-tomista possa fornire una risposta efficace a tali quesiti recenti e presenterò i tratti generali della concezione di umiltà come virtù relazionale. Infine concluderò indicando alcuni punti degni di futuri sviluppi. (shrink)

Response to Steven Bland’s ‘Interactionism, Debiasing, and the Division of Epistemic Labour’ (in Social Virtue Epistemology, (eds.) M. Alfano, C. Klein & J. de Ridder). Biased cognition is an obvious source of epistemic vice, but there is some controversy about whether cognitive biases generate reliabilist or responsibilist epistemic vices. Bland’s argument, in a nutshell, is that since the development of cognitive biases is due to the interplay of internal psychological processes and external (i.e., environmental) conditions, it cannot be expected that (...) a solution to the problem tackles only one of these dimensions. We argue that the complex architecture on which Bland’s coordinated approach is grounded appears to lose some stability once we analyze more closely its pillars. We shall concentrate our attention on the notion of reliabilist and responsibilist epistemic virtues that the approach should foster as well as on the educational implications of Bland’s view. (shrink)

Veils -- Boxes -- Tables -- Visit -- Joy.

The insightful commentaries to our contribution "Education as the Social Cultivation of Intellectual Virtue" (in 'Social Virtue Epistemology', (eds.) M. Alfano, C. Klein & J. de Ridder, Routledge 2022) offered by Alessandra Tanesini and Lani Watson highlight some important aspects of the work that philosophers, education theorists, and educators should carry out to strengthen the theoretical and practical advantages of the educational approach we have proposed. This commentary briefly addresses a few points that could set the grounds for future investigations (...) on intellectual virtue-based approaches to education and their social dimensions. (shrink)

In this paper, I submit an overall interpretation of Aristotle’s Analytics which I could express, to put it in a nutshell, by saying that the Analytics are analytic. That is, they do not lay out progressive or constructive processes, in which, given certain fundamental premises, terms or rules, one would go ahead and draw conclusions or even build a systematic body of knowledge on the basis of these principles. Rather they describe a backward movement, starting from a proposed or provisional (...) conclusion and asking which premises could be used in order to deduce, support, prove or explain it. (shrink)

This paper offers a critical analysis of the current debate in vice theory. Its main aim is to provide the reader with the conceptual and methodological tools to navigate the discussion among reliabilist, responsibilist, and obstructivist approaches to moral and epistemic vices. After a brief exploration of the reasons underlying the recent flourishing of vice theories (§2), the responsibilist account is introduced (§3) and several critical remarks are offered to ensure that this view can accommodate the cases of malevolent and (...) indifferent individuals (§4). The two following sections are devoted to a critical discussion of vice-reliabilism (§5) and Quassim Cassam’s obstructivism (§6). The conclusive section (§7) provides reasons to favor vice-responsibilism over vice-reliabilism and Heather Battaly’s pluralist approach, and sheds light on the innovative features of an obstructivist reading. (shrink)

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 (...) explain how it can be employed to educate the young to intellectual virtues. Finally, I attempt to show how this model can accommodate several objections and, in particular, how it addresses the charge of indoctrinating the students raised by proponents of a critical thinking approach to education. (shrink)

L’obiettivo di questa bibliografia tematica, tuttavia, è quello di fornire al lettore una panoramica, sintetica ma informativa, sull’evoluzione dell’epistemologia delle virtù nell’arco di quasi quattro decenni. La selezione dei testi che verranno menzionati in questa bibliografia tematica tenta, per quanto possibile, di rispettare lo sviluppo cronologico dell’epistemologia delle virtù. Tuttavia, il criterio che ho scelto di adottare per la classificazione di queste opere è primariamente tematico: dopo una prima sezione dedicata alle origini dell’epistemologia delle virtù, verranno indicati alcuni testi che (...) rappresentano gli sviluppi teorici fondamentali—o, a mio avviso, meglio riusciti—di questa corrente, alla luce delle critiche che le sono state via via rivolte con il passare del tempo. Infine, nella terza e ultima sezione saranno proposti alcuni lavori che indicano i nuovi orizzonti della ricerca nell’epistemologia delle virtù e le sue possibili implicazioni in altri ambiti filosofici. Come si può facilmente immaginare, la selezione dei testi è frutto di una scelta, motivata ma comunque opinabile, ed è dettata da limiti di spazio. Pertanto, questa bibliografia tematica non può avere né l’ambizione di mettere tutti d’accordo, né la pretesa di essere completa. Il miglior auspicio è, piuttosto, che queste brevi considerazioni possano suscitare l’interesse del lettore e invitarlo ad approfondire lo studio dell’epistemologia delle virtù nelle maniere che questi riterrà più opportuno. (shrink)

This paper investigates whether practical interests affect knowledge attributions in cases of testimony. It is argued that stakes impact testimonial knowledge attributions by increasing or decreasing the requirements for hearers to trust speakers and thereby gain the epistemic right to acquire knowledge via testimony. Standard, i.e. invariantist, reductionism and non-reductionism fail to provide a plausible account of testimony that is stakes sensitive, while non- invariantist versions of both traditional accounts can remedy this deficiency. Support for this conceptual analysis of stakes (...) is found through a review of the experimental philosophy literature on stakes effects on knowledge attribution. Finally, a diagnosis is offered for what is needed to provide a more robust defense of the paper’s primary claims in terms of future experimental study. (shrink)

INTRODUCTION THE PROBLEM OF THE BEING OF THE EGO AND THE FUNDAMENTAL PRESUPPOSITIONS OF ONTOLOGY "Mit dem cogito sum beansprucht Descartes, der Philosophic ...

Most discussions frame the Liar Paradox as a formal logical-linguistic puzzle. Attempts to resolve the paradox have focused very little so far on aspects of cognitive psychology and processing, because semantic and cognitive-psychological issues are generally assumed to be disjunct. I provide a motivation and carry out a cognitive-computational treatment of the liar paradox based on a model of language and conceptual knowledge within the Predictive Processing framework. I suggest that the paradox arises as a failure of synchronization between two (...) ways of generating the liar situation in two different PP sub-models, one corresponding to language processing and the other to the processing of meaning and world-knowledge. In this way, I put forward the claim that the liar sentence is meaningless but has an air of meaningfulness. I address the possible objection that the proposal violates the Principle of Unrestricted Compositionality, which purportedly regulates the conceptual competence of thinkers. (shrink)

« Qu’est-ce que la philosophie et quel est son rôle aujourd’hui? Entre juillet et octobre 1966, quelques mois après la parution des Mots et les Choses, Michel Foucault, dans un manuscrit très soigneusement rédigé mais qu’il ne publiera pas, apporte sa réponse à cette question tant débattue.À la différence de ceux qui, à l’époque, s’attachent à dévoiler l’essence de la philosophie ou à en prononcer la mort, Foucault l’appréhende, dans sa matérialité, comme un discours dont il convient de dégager (...) l’économie eu égard aux autres discours (scientifique, fictif, ordinaire, religieux) qui circulent dans un contexte donné.Le Discours philosophique propose ainsi une nouvelle manière de faire l’histoire de la philosophie, qui la décentre du commentaire des grands philosophes. Nietzsche y occupe toutefois une place particulière car il inaugure une conjoncture où la philosophie devient une entreprise de diagnostic du présent. Il revient en effet désormais à la philosophie de dire, à partir de l’« archive intégrale » d’une culture, ce qui en fait l’actualité.Si L’Archéologie du savoir, consacré aux enjeux méthodologiques d’un tel projet, s’y annonce, nulle part autant que dans Le Discours philosophique Michel Foucault n’aura explicité les ambitions de son programme intellectuel.»--. (shrink)

This paper takes as its point of departure two striking incongruities between scientiªc practice and trends in modern history and philosophy of science. (1) Many modern historians of science are so preoccupied with local scientiªc practices that they fail to recognize important non-local elements. (2) Many modern philosophers of science make a sharp distinction between explanation and evidence, whereas in scientiªc practice explanatory power is routinely used as evidence for scientiªc claims. I draw attention to one speciªc way in..