In this paper I explore the contours of a picture of normative epistemology that speaks centrally to the question of how to inquire rather than just the question of what to believe. What if normative epistemology were expanded to encompass inquiry in full? I argue that while a 'zetetic epistemology' builds on traditional normative epistemology in many appealing ways, it also faces some challenges.

This article aims to contribute to the elucidation of the nature of inquiry. I start with some common desiderata for any theory of inquiry. I then categorize inquiry as a structured process. By focusing on its essential components, I advance a new characterization of inquiry as a combination of questioning attitudes guiding actions. Finally, I turn to the recent objection that questioning attitudes are not necessary for inquiry. I argue that inquiry is a structured process essentially constituted by questioning (...) attitudes having two precise functional roles, initiating and guiding the deployment of cognitive capacities towards an epistemic goal. (shrink)

Global challenge-led research seeks to contribute to solution-generation for complex problems. Multicultural, multidisciplinary, and multisectoral teams must be capable of operating in highly deman...

COVID-19 is compromising all aspects of society, with devastating impacts on health, political, social, economic and educational spheres. A premium is being placed on scientific research as the source of possible solutions, with a situational imperative to carry out investigations at an accelerated rate. There is a major challenge not to neglect ethical standards, in a context where doing so may mean the difference between life and death. In this paper we offer a rubric for considering the ethical challenges in (...) COVID-19 related research, in the form of an ethics toolkit for global research developed at the University of Edinburgh in collaboration with more than 200 global researchers from around the world. This toolkit provides a framework to support confrontation of ethical conflicts through the integrated and iterative analysis of Place, People, Principles and Precedents, throughout the research journey. Two case analyses are offered to exemplify the utility of the toolkit as a flexible and dynamic tool to promote ethical research in the context of COVID-19. (shrink)

When you expect something bad to happen, you take action to avoid it. That is the principle of action that underlies J. Y. Lee’s recent paper (2021), which presents a new form of epistemic injustice that arises from anticipating negative consequences for testifying. In this brief reply article occasioned by Lee’s essay, I make two main contributions to the discussion of this idea. The first (§§2–3) is an intervention in the discussion between Lee and Eric Bayruns García regarding the relationship (...) between anticipatory epistemic injustice and Kristie Dotson’s concept of testimonial smothering. The second (§§4–5) is to expand the concept of anticipatory epistemic injustice into the educational context, and to illuminate yet another form of anticipatory epistemic injustice, which I call anticipatory zetetic injustice (§6). (shrink)

Epistemic nihilism for inquiry is the claim that there are no epistemic norms of inquiry. Epistemic nihilism was once the received stance towards inquiry, and I argue that it should be taken seriously again. My argument is that the same considerations which led us away from epistemic nihilism in the case of belief not only cannot refute epistemic nihilism for inquiry, but in fact may well support it. These include the argument from non-existence that there are no non-epistemic reasons for (...) belief; the linguistic argument that epistemic norms of belief are needed to capture the semantics of ordinary epistemic talk; and the argument from theoretical roles that epistemic norms are needed to play key theoretical roles for rational belief. I conclude by sketching an alternative Gibbardian picture on which norms of inquiry are all-things-considered norms governing action. (shrink)

In the recent philosophical literature on inquiry, epistemologists point out that their subject has often begun at the point at which you already have your evidence and then focussed on identifying the beliefs for which that evidence provides justification. But we are not mere passive recipients of evidence. While some comes to us unbidden, we often actively collect it. This has long been recognised, but typically epistemologists have taken the norms that govern inquiry to be practical, not epistemic. The recent (...) literature challenges this assumption and uncovers a rich range of questions about the epistemic normativity of inquiry. In this paper, I approach these questions from the formal side of epistemology. Developing out of the philosophy of science, as it did, this branch of epistemology has long discussed inquiry. And, building on the insights of David Blackwell (1951) and I. J. Good (1967), it has produced a reasonably well-developed framework in which to understand norms of inquiry, both epistemic and practical. In the first half of the paper, I will present the pragmatic versions of this framework due to Blackwell and Good, and the epistemic version due to Wayne Myrvold (2012); in the second half of the paper, I put this framework to work, turning to some of the questions from the recent debate about inquiry and asking how the Blackwell-Good-Myrvold approach can help us answer them. Questions will include: Are there purely epistemic norms that govern these actions (Flores and Woodard forthcoming)? When should we initiate an inquiry, when should we continue it, when should we conclude it, and when should we reopen it? How should we understand Julia Staffel's distinction between transitional attitudes and terminal attitudes (Staffel 2021a,b)? How do epistemic norms of inquiry relate to epistemic norms of belief or credence, and can they conflict (Friedman 2020)? And how should we understand the epistemic error that occurs when someone is resistant to evidence (Simion 2023)? (shrink)

The paper addresses the nature of seemings in light of their role in inquiry. Seemings are mental states or events with propositional content that have a specific phenomenology often referred to as “felt truth”. In epistemology, seemings are mainly discussed as possible (non-inferential) justifications for belief. Yet, epistemology has recently taken a zetetic turn, that is, a turn toward the study of inquiry. I will argue that the role of seemings in epistemology should be re-assessed from the perspective of (...) inquiry and deliberation. Seemings may fall short of justifying beliefs, but there is an important role for seemings in the zetetic realm, which may also explain why seemings lack direct justificatory force for beliefs. Seemings, so I will suggest, can provide normative reasons for performing certain zetetic tasks, but they cannot provide normative reasons for making up one’s mind about the inquired question. In this sense, the zetetic role of seemings can be described as guiding rational inquiry. I will suggest that a modified version of the so-called Taking Evidence View about the nature of seemings is best fitted to accommodate their zetetic role. Yet, contra existing versions of the Taking Evidence View, my modified account acknowledges that seemings are genuine experiences (of one’s evidential standing during inquiry) that are accompanied by the characteristic phenomenology of what is called a “feeling of truth”. By doing so, my modified version of the Taking Evidence View incorporates the (as I take it) most important feature of the rival Experience View of seemings. (shrink)

Robust metanormative realists think that there are irreducibly normative, metaphysically heavy normative facts. One might wonder how we could be epistemically justified in believing that such facts exist. In this paper, I offer an answer to this question: one’s belief in the existence of robustly real normative facts is epistemically justified because so believing is indispensable to being a successful inquirer for creatures like us. The argument builds on Enoch's (2007, 2011) deliberative indispensability argument for Robust Realism but avoids relying (...) on an overly pragmatic account of the sources of basic epistemic justification. Instead, I suggest that the sources of basic epistemic justification are those belief-forming methods which are indispensable for zetetically indispensable projects, that is, projects which are constitutive of being a successful inquirer for embodied, agential creatures like ourselves. (shrink)

Epistemology has taken a zetetic turn from the study of belief towards the study of inquiry. Several decades ago, theories of bounded rationality took a procedural turn from attitudes towards the processes of inquiry that produce them. What is the relationship between the zetetic and procedural turns? In this paper, I argue that we should treat the zetetic turn in epistemology as part of a broader procedural turn in the study of bounded rationality. I use this claim (...) to motivate and clarify the zetetic turn in epistemology, as well as to reveal the need for a second zetetic turn within practical philosophy. (shrink)

Proponents of zetetic encroachment claim that certain zetetic or inquiry-related considerations can have a bearing on the epistemic rationality of one’s belief formation. Since facts about the interestingness or importance of a topic can be the right kind of reasons for inquisitive attitudes, such as curiosity, and inquisitive attitudes are ways to suspend judgement, these facts also amount to reasons against believing. This mechanism is said to explain several contentious phenomena in epistemology, such as the occurrence of pragmatic (...) encroachment. In this paper, I provide two lines of reasoning against zetetic encroachment. First, on any contrastivist understanding of epistemic reasons, the case in favour of zetetic encroachment loses all its motivational force. Second, the thesis of zetetic encroachment is incompatible with the most promising way to understand degrees of inquisitive attitudes. (shrink)

This paper considers the connection between automaticity, control and agency. Indeed, recent philosophical and psychological works play up the incompatibility of automaticity and agency. Specifically, there is a threat of automaticity, for automaticity eliminates agency. Such conclusions stem from a tension between two thoughts: that automaticity pervades agency and yet automaticity rules out control. I provide an analysis of the notions of automaticity and control that maintains a simple connection: automaticity entails the absence of control. An appropriate analysis, however, shows (...) that actions are forms of control and pervasively automatic even if automaticity implies the absence of control. Consequences are drawn for the theory of mental agency and the psychological concepts of automaticity and control. (shrink)

What is the relationship between inquiry and epistemology? Are epistemic norms the norms that guide us as inquirers—as agents in the pursuit of knowledge and understanding? Recently, there has been growing support for what I, following Friedman (Philosophical Review 129(4):501–536, 2020), will call the zetetic turn in epistemology, the view that all epistemic norms are norms of inquiry. This paper investigates the prospects of an inquiry-centered approach to epistemology and develops several motivations for resisting it. First, I argue that (...) the norms of inquiry are most plausibly seen as practical, not as distinctively epistemic. Second, I argue that a zetetically-grounded epistemology is unable to properly account for the rationality of belief. It fails to account for cases where intuitively irrational beliefs promote inquiry, or where intuitively rational beliefs are zetetically useless or counterproductive to inquiry. The main upshot is this: there must be a source of epistemic normativity that isn’t ultimately zetetic. (shrink)

Inquiry is an aim-directed activity, and as such governed by instrumental normativity. If you have reason to figure out a question, you have reason to take means to figuring it out. Beliefs are governed by epistemic normativity. On a certain pervasive understanding, this means that you are permitted – maybe required – to believe what you have sufficient evidence for. The norms of inquiry and epistemic norms both govern us as agents in pursuit of knowledge and understanding, and, on the (...) surface, they do so in harmony. Recently, however, Jane Friedman (2020) has pointed out that they are in tension with each other. In this paper, I aim to resolve this tension by showing that reasons for acts of inquiry – zetetic reasons – and epistemic reasons for belief can both be understood as flowing from the same general normative principle: the transmission principle for instrumental reasons. The resulting account is a version of epistemic instrumentalism that offers an attractive unity between zetetic and epistemic normativity. (shrink)

Zetetic norms govern our acts of inquiry. Epistemic norms govern our beliefs and acts of belief formation. Recently, Jane Friedman (2020) has defended that we should think of these norms as conforming a single normative domain: epistemology should take a zetetic turn. Though this unification project implies a substantive re-elaboration of our traditional epistemic norms, Friedman argues that the reasons supporting the turn are robust enough to warrant its revisionary implications. In this paper, I suggest we should read (...) Friedman’s proposal as a dilemma. Either we believe the zetetic turn is well-motivated and undertake the task of looking for the proper revision of our traditional epistemic norms, or we take the revisionary implications of the turn to be unacceptable, in which case our challenge is to show why a zetetic epistemology is not a well-motivated project after all. After presenting this dilemma, I make a case for endorsing its second horn by presenting a two-pronged argument against Friedman’s project. First, I show that the revisionary implications of the zetetic turn are more far-reaching than expected. Second, I defend that the most persuasive reasons for endorsing the turn are not strong enough to support it. Taken together, these considerations speak against accepting the zetetic turn and the revisionary implications that come with it. (shrink)

Call the norms of inquiry zetetic norms. How are zetetic norms related to epistemic norms? At first glance, they seem quite closely connected. Aren't epistemic norms norms that bind inquirers qua inquirers? And isn't epistemology the place to look for a normative theory of inquiry? While much of this thought seems right, this paper argues that the relationship between the epistemic and the zetetic is not as harmonious as one might have thought and liked. In particular, this (...) paper argues that some familiar contemporary epistemic norms are in tension with, and even in conflict with, central zetetic norms. (shrink)

Charmed by Corballis's presentation, we challenge the use of mirror neurons as a supporting platform for the gestural theory of language, the link between vocalization and cerebral specialization, and the relationship between gesture and language as two separate albeit coupled systems of communication. We revive an alternative explanation of lateralization of language and handedness.

The study of defeasible reasoning unites epistemologists with those working in AI, in part, because both are interested in epistemic rationality. While it is traditionally thought to govern the formation and (with)holding of beliefs, epistemic rationality may also apply to the interrogative attitudes associated with our core epistemic practice of inquiry, such as wondering, investigating, and curiosity. Since generally intelligent systems should be capable of rational inquiry, AI researchers have a natural interest in the norms that govern interrogative attitudes. Following (...) its recent coinage, we use the term ``zetetic'' to refer to the properties and norms associated with the capacity to inquire. In this paper, we argue that zetetic norms can be modeled via defeasible inferences to and from questions---a.k.a erotetic inferences---in a manner similar to the way norms of epistemic rationality are represented by defeasible inference rules. We offer a sequent calculus that accommodates the unique features of ``erotetic defeat" and that exhibits the computational properties needed to inform the design of zetetic agents. The calculus presented here is an improved version of the one presented in Millson (2019), extended to cover a new class of defeasible erotetic inferences. (shrink)

While research on Attention Deficit Hyperactivity Disorder (ADHD) has traditionally focused on cognitive and behavioral deficits, there is increasing interest in exploring possible resources associated with the disorder. In this paper, we argue that the attention-patterns associated with ADHD can be understood as expressing an alternative style of inquiry, or “zetetic” style, characterized mainly by a lower barrier for becoming curious and engaging in inquiry, and a weaker disposition to regulate curiosity in response to the cognitive and practical costs (...) associated with inquiry. Exploring this zetetic style from an epistemological perspective, we show that it is often epistemically rational and can be advantageous in important respects. We close by suggesting that the very aspects of the zetetic style that might at times render it disadvantageous from the point of view of individual subjects with ADHD, will often confer epistemic benefits to the social group that the subjects are part of. (shrink)

What is space? And why are questions of space important to social theory? Society, Action and Space is the first English translation of a book which has been widely recognized in Europe as a major contribution to the interface between geography and social theory. Benno Werlen focuses on the issues which are at the heart of the most important debates in human and social geography today. One of the most significant recent developments in social analysis has been the increasing interchange (...) among geographers, sociologists, anthropologists and social philosophers concerning "the spatial." This debate involves the work of Giddens, Foucault, Bourdieu, Lefebvre, Harvey, Gregory, Soja, and many others. From these new developments a whole series of new forms and empirical work, as well as theoretical innovations, have come into being. Spatial considerations are no longer confined to the realm of geography, but are now seen as fundamental to all forms of social theorizing, especially under conditions of late modernity and globalization. Society, Action and Space links discussions in the philosophy of social science with theories of action which have direct relevance to concepts of space. Benno Werlen provides a discussion of Popper's critical rationalism, and connects it to ideas drawn from phenomenology. This epistemological debate is linked with the sociological action theories of Pareto, Weber, Parsons, and Schutz. The book closes with an evaluation of how "the spatial" can be systematically integrated into action theory. Ambitious, original, and persuasive in its arguments, it raises exciting new implications for the study of space and social theory. (shrink)

Recent debates about disagreement’s significance have largely focused on its _epistemic_ significance. However, given how much attention has already been paid to its epistemic significance, we might well wonder: what significance might disagreement have when we consider other related normative domains? And, in particular, what significance might it have when we consider the broader _domain of inquiry,_ or what some thinkers have called either the “zetetic” or “erotetic” domain? In response, this paper suggest three things. Firstly, it suggests how (...) we might clarify the relations among the epistemic, erotetic, and zetetic domains of normativity, given their potential differences and incompatibilities. Then, it suggests that disagreement’s significance within inquiry can either be tied to erotetic norms or to either of two sorts of zetetic norms: vindication-directed or possession-directed norms. And finally, it suggests preferred answers to the question of what disagreement’s _distinctly_ zetetic significance might be, given the participating inquirers’ ordinarily-conceived zetetic standings and how their sets of dialectically accessible evidence might compare. (shrink)

This article examines Immanuel Kant’s criticism from the perspective of the preceding tradition of critical thought, with particular emphasis on Greek philosophy. Kant himself views criticism as a way to go beyond dogmatism and scepticism. On the other hand – as many researchers point out – Kant’s philosophy develops certain themes present in ancient scepticism. In the literature, there are numerous studies demonstrating Kant’s debt to the Pyrrhonian scepticism characteristic of Sextus Empiricus (ephecticism and epechism). In this article, I try (...) to show that two different interpretations of scepticism can be formed on the basis of Sextus’ writings: zetetic scepticism and ephectic scepticism. Theinterpretation considers ἐποχή and ἰσοσθένεια as key ideas for scepticism and it is this latter option that is recognized in Kant’s thought by scholars, especially by Michael Forster. In my opinion, however, it is the first interpretation, not yet sufficiently recognized, that constitutes at least an equally strong complement to the first and may even be regarded as the proper source of Kant’s critical philosophy. (shrink)

I present a puzzle regarding the norms of disagreement and inquiry. The puzzle mainly concerns a special type of peer disagreement that I call “mild disagreement”, in which the parties to the disagreement believe a proposition but with different degrees of confidence. The puzzle is best formulated as an inconsistent triad: (NJ1) The state of mild disagreement provides the involved parties with no epistemic reason to drop their belief regarding the disputed judgment. (NJ2) The state of mild disagreement provides a (...) practical reason for the involved parties to launch an inquiry into the disputed judgment. (NJ3) If the state of disagreement provides a reason to launch an inquiry into the disputed judgment, the involved parties have a reason to drop their belief regarding the disputed judgment. After discussing some possible responses to the puzzle, I offer my own solution, which involves introducing a new take on how to understand inquiry. This new take on the nature of inquiry can provide us with an alternative to the influential account recently defended by Jane Friedman. (shrink)

Our aim in this paper is to present the distinct ways in which Wolff, Baumgarten, and Kant understand the relationship between necessitation, constraint, and reluctant action in an effort to illustrate the subtle ways in which their conceptions of obligation differ from each another. Whereas Wolff conceives of natural or moral obligation as incompatible with constraint, Baumgarten holds that constraint and reluctant action are, in some instances, compatible with natural obligation. Kant departs from Baumgarten by conceiving of obligation as necessarily (...) involving constraint: as Kant’s reply to Schiller’s famous objection reveals, obligation must take on the character of constraint to reluctant action on account of the fact that human beings possess inclinations that always threaten to impel them in directions that oppose morality. (shrink)

In recent work, Jane Friedman has argued that commonly accepted epistemic norms conflict with a basic instrumental principle of inquiry, according to which one ought to take the necessary means to resolving one’s inquiry. According to Friedman, we ought to reject the epistemic norms in question and accept instead that the only genuine epistemic norms are zetetic norms—norms that govern inquiry. I argue that there is a more attractive way out of the conflict, one which reconciles the epistemic and (...) the zetetic. (shrink)