Results for 'Volker Bähr'

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  1. The Inquiring Mind: On Intellectual Virtues and Virtue Epistemology.Jason Baehr - 2011 - Oxford University Press.
    This book is the first systematic treatment of 'responsibilist' or character-based virtue epistemology, an approach to epistemology that focuses on intellectual ...
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  2. Intellectual Humility: Owning Our Limitations.Dennis Whitcomb, Heather Battaly, Jason Baehr & Daniel Howard-Snyder - 2017 - Philosophy and Phenomenological Research 94 (3):509-539.
    What is intellectual humility? In this essay, we aim to answer this question by assessing several contemporary accounts of intellectual humility, developing our own account, offering two reasons for our account, and meeting two objections and solving one puzzle.
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  3. Character, Reliability and Virtue Epistemology.Jason Baehr - 2006 - Philosophical Quarterly 56 (223):193–212.
    Standard characterizations of virtue epistemology divide the field into two camps: virtue reliabilism and virtue responsibilism. Virtue reliabilists think of intellectual virtues as reliable cognitive faculties or abilities, while virtue responsibilists conceive of them as good intellectual character traits. I argue that responsibilist character virtues sometimes satisfy the conditions of a reliabilist conception of intellectual virtue, and that consequently virtue reliabilists, and reliabilists in general, must pay closer attention to matters of intellectual character. This leads to several new questions and (...)
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  4.  70
    On the Reliability of Moral and Intellectual Virtues.Jason Baehr - 2007 - Metaphilosophy 38 (4):456-470.
  5.  29
    Is Intellectual Character Growth a Realistic Educational Aim?Jason Baehr - 2016 - Journal of Moral Education 45 (2):117-131.
    Responsibilist approaches to virtue epistemology examine the epistemic significance of intellectual virtues like curiosity, attentiveness, intellectual humility, open-mindedness, intellectual courage, and intellectual tenacity. On one way of thinking about these traits, they are the deep personal qualities or character traits of a good thinker or learner. Given the intimate connection between intellectual virtues and good thinking and learning, responsibilist virtue epistemology appears ripe for application to educational theory and practice. At a minimum, growth in intellectual virtues seems like a worthy (...)
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  6.  45
    Hannah Arendt, Totalitarianism, and the Social Sciences.Peter Baehr - 2010 - Stanford University Press.
    A study of Hannah Arendt's indictment of social science, approaches to totalitarianism (Bolshevism and National Socialism), and of the robust responses of her ...
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  7.  14
    Hans-Walter Schmuhl, Volker Roelcke ,­„Heroische Therapien“. Die deutsche Psychiatrie im internationalen Vergleich, 1918-1945, Göttingen: Wallstein 2013. [REVIEW]Volker Hess - 2015 - Berichte Zur Wissenschaftsgeschichte 38 (2):193-195.
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  8.  14
    Wittgenstein's Whewell's Court Lectures: Cambridge, 1938 – 1941, From the Notes by Yorick Smythies.Volker A. Munz & Bernhard Ritter (eds.) - 2017 - Chichester, UK: Wiley Blackwell.
    Wittgenstein’s Whewell’s Court Lectures contains previously unpublished notes from lectures given by Ludwig Wittgenstein between 1938 and 1941. The volume offers new insight into the development of Wittgenstein’s thought and includes some of the finest examples of Wittgenstein’s lectures in regard to both content and reliability.
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  9.  12
    Rezension: Eine Disziplin und ihre Verleger. Disziplinen-kultur und Publikationswesen der Mathematik in Deutschland, 1871–1949 von Volker Remmert, Ute Schneider. [REVIEW]Volker Peckhaus - 2011 - Berichte Zur Wissenschaftsgeschichte 34 (4):385-387.
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  10. Educating for Intellectual Virtues: From Theory to Practice.Jason Baehr - 2013 - Journal of Philosophy of Education 47 (2):248-262.
    After a brief overview of what intellectual virtues are, I offer three arguments for the claim that education should aim at fostering ‘intellectual character virtues’ like curiosity, open-mindedness, intellectual courage, and intellectual honesty. I then go on to discuss several pedagogical and related strategies for achieving this aim.
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  11. Axiomatizing Kripke's Theory of Truth.Volker Halbach & Leon Horsten - 2006 - Journal of Symbolic Logic 71 (2):677 - 712.
    We investigate axiomatizations of Kripke's theory of truth based on the Strong Kleene evaluation scheme for treating sentences lacking a truth value. Feferman's axiomatization KF formulated in classical logic is an indirect approach, because it is not sound with respect to Kripke's semantics in the straightforward sense: only the sentences that can be proved to be true in KF are valid in Kripke's partial models. Reinhardt proposed to focus just on the sentences that can be proved to be true in (...)
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  12. Possible-Worlds Semantics for Modal Notions Conceived as Predicates.Volker Halbach, Hannes Leitgeb & Philip Welch - 2003 - Journal of Philosophical Logic 32 (2):179-223.
    If □ is conceived as an operator, i.e., an expression that gives applied to a formula another formula, the expressive power of the language is severely restricted when compared to a language where □ is conceived as a predicate, i.e., an expression that yields a formula if it is applied to a term. This consideration favours the predicate approach. The predicate view, however, is threatened mainly by two problems: Some obvious predicate systems are inconsistent, and possible-worlds semantics for predicates of (...)
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  13. Intellectual Virtues and Education: Essays in Applied Virtue Epistemology.Jason Baehr (ed.) - 2015 - Routledge.
    With its focus on intellectual virtues and their role in the acquisition and transmission of knowledge and related epistemic goods, virtue epistemology provides a rich set of tools for educational theory and practice. In particular, characteristics under the rubric of "responsibilist" virtue epistemology, like curiosity, open-mindedness, attentiveness, intellectual courage, and intellectual tenacity, can help educators and students define and attain certain worthy but nebulous educational goals like a love of learning, lifelong learning, and critical thinking. This volume is devoted to (...)
     
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  14. Is There a Value Problem?Jason Baehr - 2009 - In Adrian Haddock, Alan Millar & Duncan Pritchard (eds.), Epistemic Value. Oxford University Press. pp. 42--59.
    The value problem in epistemology is rooted in a commonsense intuition to the effect that knowledge is more valuable than true belief. Call this the “guiding intuition.” The guiding intuition generates a problem in light of two additional considerations. The first is that knowledge is (roughly) justified or warranted true belief.[1] The second is that on certain popular accounts of justification or warrant (e.g. reliabilism), its value is apparently instrumental to and hence derivative from the value of true belief.[2] But (...)
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  15.  20
    Principles of Truth.Volker Halbach & Leon Horsten (eds.) - 2002 - Hänsel-Hohenhausen.
    On the one hand, the concept of truth is a major research subject in analytic philosophy. On the other hand, mathematical logicians have developed sophisticated logical theories of truth and the paradoxes. Recent developments in logical theories of the semantical paradoxes are highly relevant for philosophical research on the notion of truth. And conversely, philosophical guidance is necessary for the development of logical theories of truth and the paradoxes. From this perspective, this volume intends to reflect and promote deeper interaction (...)
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  16. Saying Things That Hurt: Adorno as Educator.Volker Heins - 2012 - Thesis Eleven 110 (1):68-82.
    This article suggests reading Theodor Adorno not as a notoriously pessimistic sociologist but as a committed public educator. Partly drawing on still unpublished transcripts of lectures, public talks and radio broadcasts from the 1950s and ’60s, the article offers an account of Adorno’s concept and practice of a ‘democratic pedagogy’. The key question is how we should understand the difference between Adorno the social philosopher, on the one hand, and Adorno the educator, on the other. It is argued that Adorno’s (...)
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  17. Character in Epistemology.Jason S. Baehr - 2006 - Philosophical Studies 128 (3):479-514.
    This paper examines the claim made by certain virtue epistemologists that intellectual character virtues like fair-mindedness, open-mindedness and intellectual courage merit an important and fundamental role in epistemology. I begin by considering whether these traits merit an important role in the analysis of knowledge. I argue that they do not and that in fact they are unlikely to be of much relevance to any of the traditional problems in epistemology. This presents a serious challenge for virtue epistemology. I go on (...)
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  18.  27
    The Political Forms of Modern Society: Bureaucracy, Democracy, Totalitarianism.Volker Gransow - 1988 - Ethics 98 (4):845-846.
  19. The Structure of Open-Mindedness.Jason Baehr - 2011 - Canadian Journal of Philosophy 41 (2):191-213.
    Open-mindedness enjoys widespread recognition as an intellectual virtue. This is evident, among other ways, in its appearance on nearly every list of intellectual virtues in the virtue epistemology literature.1 Despite its popularity, however, it is far from clear what exactly open-mindedness amounts to: that is, what sort of intellectual orientation or activity is essential to it. In fact, there are ways of thinking about open-mindedness that cast serious doubt on its status as an intellectual virtue. Consider the following description, from (...)
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  20.  56
    Debating Totalitarianism: An Exchange of Letters Between Hannah Arendt and Eric Voegelin.Peter Baehr & Gordon C. Wells - 2012 - History and Theory 51 (3):364-380.
    In 1952, Waldemar Gurian, founding editor of The Review of Politics, commissioned Eric Voegelin, then a professor of political science at Louisiana State University, to review Hannah Arendt’s recently published The Origins of Totalitarianism . She was given the right to reply; Voegelin would furnish a concluding note. Preceding this dialogue, Voegelin wrote a letter to Arendt anticipating aspects of his review; she responded in kind. Arendt’s letter to Voegelin on totalitarianism, written in German, has never appeared in print before. (...)
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  21. Axiomatic Theories of Truth.Volker Halbach - 2008 - Stanford Encyclopedia of Philosophy.
    Definitional and axiomatic theories of truth -- Objects of truth -- Tarski -- Truth and set theory -- Technical preliminaries -- Comparing axiomatic theories of truth -- Disquotation -- Classical compositional truth -- Hierarchies -- Typed and type-free theories of truth -- Reasons against typing -- Axioms and rules -- Axioms for type-free truth -- Classical symmetric truth -- Kripke-Feferman -- Axiomatizing Kripke's theory in partial logic -- Grounded truth -- Alternative evaluation schemata -- Disquotation -- Classical logic -- Deflationism (...)
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  22.  59
    Action Does Not Resist Visual Illusions.Volker H. Franz - 2001 - Trends in Cognitive Sciences 5 (11):457-459.
  23. The Logic Manual.Volker Halbach - 2010 - Oxford University Press.
  24.  46
    On the Costs of Nonclassical Logic.Volker Halbach & Carlo Nicolai - 2018 - Journal of Philosophical Logic 47 (2):227-257.
    Solutions to semantic paradoxes often involve restrictions of classical logic for semantic vocabulary. In the paper we investigate the costs of these restrictions in a model case. In particular, we fix two systems of truth capturing the same conception of truth: of the system KF of Feferman formulated in classical logic, and the system PKF of Halbach and Horsten, formulated in basic De Morgan logic. The classical system is known to be much stronger than the nonclassical one. We assess the (...)
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  25.  29
    Theoretische Begriffe Und Die Prüfbarkeit Von Theorien.Volker Gadenne - 1985 - Journal for General Philosophy of Science / Zeitschrift für Allgemeine Wissenschaftstheorie 16 (1):19-24.
    Summary The non-statement view of scientific theories contains a new conception of theoreticity: A function is „T-theoretical if T must be presupposed for its calculation. On the basis of this conception some philosophers came to the conclusion that scientific theories are not empirically testable because they contain T-theoretical functions. It is claimed that the attempt to test them ends in a circularity: The test of T presupposes T itself.
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  26.  51
    Epistemic Luck. By Duncan Pritchard.Jason Baehr - 2006 - Metaphilosophy 37 (5):728-736.
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  27. Tarskian and Kripkean Truth.Volker Halbach - 1997 - Journal of Philosophical Logic 26 (1):69-80.
    A theory of the transfinite Tarskian hierarchy of languages is outlined and compared to a notion of partial truth by Kripke. It is shown that the hierarchy can be embedded into Kripke's minimal fixed point model. From this results on the expressive power of both approaches are obtained.
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  28.  89
    A System of Complete and Consistent Truth.Volker Halbach - 1994 - Notre Dame Journal of Formal Logic 35 (1):311--27.
    To the axioms of Peano arithmetic formulated in a language with an additional unary predicate symbol T we add the rules of necessitation and conecessitation T and axioms stating that T commutes with the logical connectives and quantifiers. By a result of McGee this theory is -inconsistent, but it can be approximated by models obtained by a kind of rule-of-revision semantics. Furthermore we prove that FS is equivalent to a system already studied by Friedman and Sheard and give an analysis (...)
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  29. Four Varieties of Character-Based Virtue Epistemology.Jason Baehr - 2008 - Southern Journal of Philosophy 46 (4):469-502.
    The terrain of character-based or “responsibilist” virtue epistemology has evolved dramatically over the last decade -- so much so that it is far from clear what, if anything, unifies the various views put forth in this area. In an attempt to bring some clarity to the overall thrust and structure of this movement, I develop a fourfold classification of character-based virtue epistemologies. I also offer a qualified assessmentof each approach, defending a certain account of the probable future of this burgeoning (...)
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  30. Epistemic malevolence.Jason Baehr - 2010 - Metaphilosophy 41 (1-2):189-213.
    Abstract: Against the background of a great deal of structural symmetry between intellectual and moral virtue and vice, it is a surprising fact that what is arguably the central or paradigm moral vice—that is, moral malevolence or malevolence proper—has no obvious or well-known counterpart among the intellectual vices. The notion of "epistemic malevolence" makes no appearance on any standard list of intellectual vices; nor is it central to our ordinary ways of thinking about intellectual vice. In this essay, I argue (...)
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  31. Evidentialism, Vice, and Virtue.Jason Baehr - 2009 - Philosophy and Phenomenological Research 78 (3):545-567.
    Evidentialists maintain that epistemic justification is strictly a function of the evidence one has at the moment of belief. I argue here, on the basis of two kinds of cases, that the possession of good evidence is an insuflicient basis for justification. I go on to propose a modification of evidentialism according to which justification sometimes requires intellectually virtuous agency. The discussion thereby underscores an important point of contact between evidentialism and the more recent enterprise of virtue epistemology.
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  32. Liberal Feminism.Amy Baehr - 2013 - In Edward Zalta (ed.), Stanford Encyclopedia of Philosophy. pp. 150-166.
  33.  77
    Calculus Ratiocinator Versus Characteristica Universalis? The Two Traditions in Logic, Revisited.Volker Peckhaus - 2004 - History and Philosophy of Logic 25 (1):3-14.
  34. “Two Types of Wisdom”.Jason Baehr - 2012 - Acta Analytica 27 (2):81-97.
    The concept of wisdom is largely ignored by contemporary philosophers. But given recent movements in the fields of ethics and epistemology, the time is ripe for a return to this concept. This article lays some groundwork for further philosophical work in ethics and epistemology on wisdom. Its focus is the distinction between practical wisdom and theoretical wisdom or between phronesis and sophia . Several accounts of this distinction are considered and rejected. A more plausible, but also considerably more complex, account (...)
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  35.  15
    Islamic Finance Ethics and Shari'ah Law in the Aftermath of the Crisis: Concept and Practice of Shari'ah Compliant Finance.Volker Nienhaus - 2011 - Ethical Perspectives 18 (4):591-623.
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  36.  91
    Tarski Hierarchies.Volker Halbach - 1995 - Erkenntnis 43 (3):339 - 367.
    The general notions of object- and metalanguage are discussed and as a special case of this relation an arbitrary first order language with an infinite model is expanded by a predicate symbol T0 which is interpreted as truth predicate for . Then the expanded language is again augmented by a new truth predicate T1 for the whole language plus T0. This process is iterated into the transfinite to obtain the Tarskian hierarchy of languages. It is shown that there are natural (...)
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  37.  61
    Self-Reference in Arithmetic I.Volker Halbach & Albert Visser - 2014 - Review of Symbolic Logic 7 (4):671-691.
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  38.  28
    Populism and the Crisis of Liberalism.Volker Kaul - 2018 - Philosophy and Social Criticism 44 (4):346-352.
    The article addresses the following question: if an extensive period of globalization and also democratization after the fall of the Berlin Wall has been followed by populism, does this mean that there is something wrong with liberalism itself? Must liberalism be substituted by alternative economic and political concepts? The article presents three alternatives to liberalism that are supposed to counter populism: a new communitarianism, a renewal of the democratic project as much as novel conceptions of social justice. However, it takes (...)
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  39.  27
    Neuroscience and Education: Blind Spots in a Strange Relationship.Volker Kraft - 2012 - Journal of Philosophy of Education 46 (3):386-396.
    This article—mainly referring to the situation in Germany—consists of three parts. In a first section the current presence of neurosciences in the public discourse will be described in order to illuminate the background which is relevant for contemporary educational thinking. The prefix ‘neuro-’ is ubiquitous today and therefore concepts like ‘neuropedagogy’ or ‘neurodidactics’ seem to be in the mainstream of modern thinking. In the second part of the article the perspective changes from the public discourse to the disciplinary discourse; a (...)
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  40.  69
    Case and Series: Medical Knowledge and Paper Technology, 1600–1900.Volker Hess & J. Andrew Mendelsohn - 2010 - History of Science 48 (3-4):3-4.
  41. Perfectionism, Feminism and Public Reason.Amy R. Baehr - 2008 - Law and Philosophy 27 (2):193 - 222.
  42.  78
    Disquotationalism and Infinite Conjunctions.Volker Halbach - 1999 - Mind 108 (429):1-22.
    According to the disquotationalist theory of truth, the Tarskian equivalences, conceived as axioms, yield all there is to say about truth. Several authors have claimed that the expression of infinite conjunctions and disjunctions is the only purpose of the disquotationalist truth predicate. The way in which infinite conjunctions can be expressed by an axiomatized truth predicate is explored and it is considered whether the disquotationalist truth predicate is adequate for this purpose.
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  43. Varieties of Feminist Liberalism.Amy R. Baehr (ed.) - 2004 - Rowman & Littlefield Publishers.
    The essays in this volume present versions of feminism that are explicitly liberal, or versions of liberalism that are explicitly feminist. By bringing together some of the most respected and well-known scholars in mainstream political philosophy today, Amy R. Baehr challenges the reader to reconsider the dominant view that liberalism and feminism are 'incompatible.'.
     
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  44. How Innocent Is Deflationism?Volker Halbach - 2001 - Synthese 126 (1):167-194.
  45. Credit Theories and the Value of Knowledge.Jason Baehr - 2012 - Philosophical Quarterly 62 (246):1-22.
    One alleged advantage of credit theories of knowledge is that they are capable of explaining why knowledge is essentially more valuable than mere true belief. I argue that credit theories in fact provide grounds for denying this claim and therefore are incapable of overcoming the ‘value problem’ in epistemology. Much of the discussion revolves around the question of whether true belief is always epistemically valuable. I also consider to what extent, if any, my main argument should worry credit theorists.
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  46.  60
    The Substitutional Analysis of Logical Consequence.Volker Halbach - 2020 - Noûs 54 (2):431-450.
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  47.  72
    The Pragmatism of Hilbert's Programme.Volker Peckhaus - 2003 - Synthese 137 (1-2):141 - 156.
    It is shown that David Hilbert's formalistic approach to axiomaticis accompanied by a certain pragmatism that is compatible with aphilosophical, or, so to say, external foundation of mathematics.Hilbert's foundational programme can thus be seen as areconciliation of Pragmatism and Apriorism. This interpretation iselaborated by discussing two recent positions in the philosophy ofmathematics which are or can be related to Hilbert's axiomaticalprogramme and his formalism. In a first step it is argued that thepragmatism of Hilbert's axiomatic contradicts the opinion thatHilbert style (...)
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  48.  10
    Christology and Anti-Heretical Strategies in the In Iohannis Euangelium Tractatus.Volker Henning Drecoll - 2017 - Augustinian Studies 48 (1):247-261.
    Scholars agree that Christology is at the center of the In Iohannis euangelium tractatus. In his exegesis of the Gospel of John, Augustine particularly highlights the human nature of the Incarnated, even as he integrates Trinitarian arguments as a cornerstone of his homiletic teaching. This may have been important for the later reception of Augustine’s Trinitarian thought. Christology is clearly present throughout the various parts of the work. The differences between the parts can be traced to the various contexts in (...)
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  49.  45
    Kant Und Die Berliner Aufklärung: Akten des IX Internationalen Kant-Kongresses.Volker Gerhardt, Rolf-Peter Horstmann & Ralph Schumacher (eds.) - 2001 - Walter de Gruyter.
    Theoretical Laws and Normative Rules: Kant and Bolzano's Views on Logic'"1" Anita Von Duhn, Genf Does logic instruct us how to think correctly? ...
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  50.  17
    The Structure of Open-Mindedness.Jason Baehr - 2011 - Canadian Journal of Philosophy 41 (2):191-213.
    Open-mindedness enjoys widespread recognition as an intellectual virtue. This is evident, among other ways, in its appearance on nearly every list of intellectual virtues in the virtue epistemology literature. Despite its popularity, however, it is far from clear what exactly openmindedness amounts to: that is, what sort of intellectual orientation or activity is essential to it. In fact, there are ways of thinking about open-mindedness that cast serious doubt on its status as an intellectual virtue.Consider the following description, from Robert (...)
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