Curious Virtues in Hume's Epistemology
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The Search for the Source of Epistemic Good Linda
© Metaphilosophy LLC and Blackwell Publishing Ltd. 2003. Published by Blackwell Publishing, 9600 Garsington Road, Oxford OX4 2DQ, UK and 350 Main Street, Malden, MA 02148, USA METAPHILOSOPHY Vol. 34, Nos. 1/2, January 2003 0026–1068 THE SEARCH FOR THE SOURCE OF EPISTEMIC GOOD LINDA ZAGZEBSKI ABSTRACT: Knowledge has almost always been treated as good, better than mere true belief, but it is remarkably difficult to explain what it is about knowledge that makes it better. I call this “the value problem.” I have previously argued that most forms of reliabilism cannot handle the value problem. In this article I argue that the value problem is more general than a problem for reliabilism, infecting a host of different theories, including some that are internalist. An additional problem is that not all instances of true belief seem to be good on balance, so even if a given instance of knowing p is better than merely truly believing p, not all instances of knowing will be good enough to explain why knowledge has received so much attention in the history of philosophy. The article aims to answer two questions: (1) What makes knowing p better than merely truly believing p? The answer involves an exploration of the connection between believing and the agency of the knower. Knowing is an act in which the knower gets credit for achieving truth. (2) What makes some instances of knowing good enough to make the investigation of knowledge worthy of so much attention? The answer involves the connection between the good of believing truths of certain kinds and a good life. -
The Moral Gap: Kantian Ethics, Human Limits, and God's Assistance
Philosophical Review The Moral Gap: Kantian Ethics, Human Limits, and God's Assistance. by John E. Hare Review by: Linda Zagzebski The Philosophical Review, Vol. 108, No. 2 (Apr., 1999), pp. 291-293 Published by: Duke University Press on behalf of Philosophical Review Stable URL: http://www.jstor.org/stable/2998307 . Accessed: 21/03/2014 15:30 Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at . http://www.jstor.org/page/info/about/policies/terms.jsp . JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]. Duke University Press and Philosophical Review are collaborating with JSTOR to digitize, preserve and extend access to The Philosophical Review. http://www.jstor.org This content downloaded from 129.15.14.53 on Fri, 21 Mar 2014 15:30:07 PM All use subject to JSTOR Terms and Conditions BOOK REVIEWS ThePhilosophical Review, Vol. 108, No. 2 (April 1999) THE MORAL GAP: KANTIANETHICS, HUMAN LIMITS, AND GOD'S AS- SISTANCE. ByJOHN E. HARE. Oxford: Oxford UniversityPress, Claren- don Press, 1996. Pp. x, 292. The titleof Hare's book refersto the gap between the demand that mo- ralityplaces on us and our natural capacity to live by it. Such a gap is paradoxical if we accept the "'ought' implies 'can"' principle. The solu- tion, Hare argues, is that the gap is filled by the Christian God. -
The Philosophical Underpinnings of Educational Research
The Philosophical Underpinnings of Educational Research Lindsay Mack Abstract This article traces the underlying theoretical framework of educational research. It outlines the definitions of epistemology, ontology and paradigm and the origins, main tenets, and key thinkers of the 3 paradigms; positivist, interpetivist and critical. By closely analyzing each paradigm, the literature review focuses on the ontological and epistemological assumptions of each paradigm. Finally the author analyzes not only the paradigm’s weakness but also the author’s own construct of reality and knowledge which align with the critical paradigm. Key terms: Paradigm, Ontology, Epistemology, Positivism, Interpretivism The English Language Teaching (ELT) field has moved from an ad hoc field with amateurish research to a much more serious enterprise of professionalism. More teachers are conducting research to not only inform their teaching in the classroom but also to bridge the gap between the external researcher dictating policy and the teacher negotiating that policy with the practical demands of their classroom. I was a layperson, not an educational researcher. Determined to emancipate myself from my layperson identity, I began to analyze the different philosophical underpinnings of each paradigm, reading about the great thinkers’ theories and the evolution of social science research. Through this process I began to examine how I view the world, thus realizing my own construction of knowledge and social reality, which is actually quite loose and chaotic. Most importantly, I realized that I identify most with the critical paradigm assumptions and that my future desired role as an educational researcher is to affect change and challenge dominant social and political discourses in ELT. -
Virtue Epistemology: Why Uncle Andrew Couldn’T Hear the Animals Speak
1 Virtue Epistemology: Why Uncle Andrew Couldn’t Hear the Animals Speak One of the most fascinating scenes in The Chronicles of Narnia features an incident that is truly puzzling. The scene takes place in The Magician’s Nephew . Four lucky humans (Digory, Polly, Uncle Andrew, and Frank the Cabby) and one very unhappy Witch (Jadis) watch as Aslan sings the new world of Narnia into existence. When the newly-created Talking Animals begin to speak, the human witnesses are amazed to find that they can understand them. Everyone, that is, except Uncle Andrew. All he can hear is barkings, howlings, and the like (MN, Chapter 10, p. 75). But why? Why wasn’t Uncle Andrew able to understand like everyone else? This is the sort of question asked by virtue epistemologists. And as we shall see, virtue epistemologists can shed a great deal of light on the puzzle before us. But before looking at the insights that virtue epistemologists can bring us, let’s get clear on what virtue epistemology is . Epistemology is the branch of philosophy concerned with the study of knowledge and belief. Epistemologists seek to answer fundamental questions like: “What is knowledge?” “How do people come to know things?” “ Can we really know anything?” “When is a belief justified?” “Are any beliefs one hundred percent certain?” and “Is the hoky poky really what it’s all about?” One hot topic among epistemologists centers on the distinction between believing something to be true and knowing that it’s true. Clearly, I can’t know something unless it’s true. -
Introduction to Philosophy. Social Studies--Language Arts: 6414.16. INSTITUTION Dade County Public Schools, Miami, Fla
DOCUMENT RESUME ED 086 604 SO 006 822 AUTHOR Norris, Jack A., Jr. TITLE Introduction to Philosophy. Social Studies--Language Arts: 6414.16. INSTITUTION Dade County Public Schools, Miami, Fla. PUB DATE 72 NOTE 20p.; Authorized Course of Instruction for the Quinmester Program EDRS PRICE MF-$0.65 HC-$3.29 DESCRIPTORS Course Objectives; Curriculum Guides; Grade 10; Grade 11; Grade 12; *Language Arts; Learnin4 Activities; *Logic; Non Western Civilization; *Philosophy; Resource Guides; Secondary Grades; *Social Studies; *Social Studies Units; Western Civilization IDENTIFIERS *Quinmester Program ABSTRACT Western and non - western philosophers and their ideas are introduced to 10th through 12th grade students in this general social studies Quinmester course designed to be used as a preparation for in-depth study of the various schools of philosophical thought. By acquainting students with the questions and categories of philosophy, a point of departure for further study is developed. Through suggested learning activities the meaning of philosopky is defined. The Socratic, deductive, inductive, intuitive and eclectic approaches to philosophical thought are examined, as are three general areas of philosophy, metaphysics, epistemology,and axiology. Logical reasoning is applied to major philosophical questions. This course is arranged, as are other quinmester courses, with sections on broad goals, course content, activities, and materials. A related document is ED 071 937.(KSM) FILMED FROM BEST AVAILABLE COPY U S DEPARTMENT EDUCATION OF HEALTH. NAT10N41 -
PHILOSOPHY of RELIGION Philosophy 185 Spring 2016
PHILOSOPHY OF RELIGION Philosophy 185 Spring 2016 Dana Kay Nelkin Office: HSS 8004 Office Hours: Monday 11-12, Friday 11-12, and by appointment Phone: (858) 822-0472 E-mail: [email protected] Web site: www.danakaynelkin.com Course Description: We will explore five related and hotly debated topics in the philosophy of religion, and, in doing so, address the following questions: (i) What makes something a religion? (ii) Is it rational to hold religious beliefs? Should we care about rationality when it comes to religious belief? (iii) Could different religions be different paths to the same ultimate reality, or is only one, at most, a “way to God”? (iv) What is the relationship between science and religion? (v) What is the relationship between morality and religion? Must religious beliefs be true in order for morality to exist? As we will see, the philosophy of religion leads naturally into just about every other area of philosophy, including epistemology, metaphysics, ethics, and the history of philosophy, and into particular central philosophical debates such as the debate over the nature of free will. This means that you will gain insight into many fundamental philosophical issues in this course. At the same time, the subject matter can be difficult. To do well in the course and to benefit from it, you must be willing to work hard and to subject your own views (whatever they may be) to critical evaluation. Evaluating our conception of ourselves and of the world is one of the distinguishing features of philosophy. Requirements: Short reading responses/formulations of questions (150-200 words for each class meeting; 20 out of 28 required) 30% 1 paper in two drafts (about 2200 words) o first draft 10% (Due May 13) o second draft, revised after comments 25% (Due May 23) 1 take-home final exam (35%) (Due June 4, 11 am) up to 5% extra credit for participation in class group assignments and discussion. -
University of Oklahoma Graduate College The
UNIVERSITY OF OKLAHOMA GRADUATE COLLEGE THE VIRTUES OF BAYESIAN EPISTEMOLOGY A DISSERTATION SUBMITTED TO THE GRADUATE FACULTY in partial fulfillment of the requirements for the Degree of DOCTOR OF PHILOSOPHY By MARY FRANCES GWIN Norman, Oklahoma 2011 THE VIRTUES OF BAYESIAN EPISTEMOLOGY A DISSERTATION APPROVED FOR THE DEPARTMENT OF PHILOSOPHY BY ______________________________ Dr. James Hawthorne, Chair ______________________________ Dr. Chris Swoyer ______________________________ Dr. Wayne Riggs ______________________________ Dr. Steve Ellis ______________________________ Dr. Peter Barker © Copyright by MARY GWIN 2011 All Rights Reserved. For Ted How I wish you were here. Acknowledgements I would like to thank Dr. James Hawthorne for his help in seeing me through the process of writing my dissertation. Without his help and encouragement, I am not sure that I would have been able to complete my dissertation. Jim is an excellent logician, scholar, and dissertation director. He is also a kind person. I am very lucky to have had the opportunity to work with him. I cannot thank him enough for all that he has given me. I would also like to thank my friends Patty, Liz, Doren, Murry, Becky, Jim, Rebecca, Mike, Barb, Susanne, Blythe, Eric, Ty, Rosie, Bob, Judy, Lorraine, Paulo, Lawrence, Scott, Kyle, Pat, Carole, Joseph, Ken, Karen, Jerry, Ray, and Daniel. Without their encouragement, none of this would have been possible. iv Table of Contents Acknowledgments iv Abstract vi Chapter 1: Introduction 1 Chapter 2: Bayesian Confirmation Theory 9 Chapter 3: Rational Analysis: Bayesian Logic and the Human Agent 40 Chapter 4: Why Virtue Epistemology? 82 Chapter 5: Reliability, Credit, Virtue 122 Chapter 6: Epistemic Virtues, Prior Probabilities, and Norms for Human Performance 145 Bibliography 171 v Abstract The aim of this dissertation is to address the intersection of two normative epistemologies, Bayesian confirmation theory (BCT) and virtue epistemology (VE). -
European Journal for Philosophy of Religion
EUROPEAN JOURNAL FOR PHILOSOPHY OF RELIGION VOLUME 6 NUMBER 4 WINTER 2014 ARTICLES C.A.J. COADY Communal and Institutional Trust: Authority in Religion and Politics 1 John COTTINGHAM Authority and Trust: Reflections on Linda Zagzebski’s Epistemic Authority 25 Duncan PRITCHARD & Shane RYAN Zagzebski on Rationality 39 Trent DOUGHERTY Zagzebski, Authority, and Faith 47 Arnon KEREN Zagzebski on Authority and Preemption in the Domain of Belief 61 Jacek WOJTYSIAK Zagzebski on Models of Revelation 77 Charity ANDERSON Epistemic Authority and Conscientious Belief 91 Benjamin MCMYLER Epistemic Authority, Preemption, and Normative Power 101 John SCHWENKLER Tradition as Transmission: A Partial Defense 121 Matthew A. BENTON Believing on Authority 133 Damian LESZCZYŃSKI Inconsistency, Uncertainty and Epistemic Authority 145 Joshue OROZCO & Nathan L. KING Conscientious Self-reflection to the Rescue? 155 Linda ZAGZEBSKI Epistemic Authority and Its Critics 169 BOOK REVIEWS AND NOTICES Paolo Diego Bubbio & Philip Andrew Quadrio (eds). The Relationship of Philosophy to Religion Today Reviewed by Mark Manolopoulos 189 Justin Barrett. Born Believers: The Science of Children’s Religious Belief Reviewed by Aku Visala 193 Charles Taliaferro, Dialogues about God Reviewed by Ulrich Schmidt 199 Fraser Watts (ed.). Creation: Law and Probability Reviewed by Graham Wood 205 COMMUNAL AND INSTITUTIONAL TRUST: AUTHORITY IN RELIGION AND POLITICS C.A.J. COADY University of Melbourne Linda Zagzebski’s book on epistemic authority is an impressive and stimulating treatment of an important topic.1 I admire the way she manages to combine imagination, originality and argumentative control. Her work has the further considerable merit of bringing analytic thinking and abstract theory to bear upon areas of concrete human concern, such as the attitudes one should have towards moral and religious authority. -
Legal Theory Workshop UCLA School of Law Samuele Chilovi
Legal Theory Workshop UCLA School of Law Samuele Chilovi Postdoctoral Fellow Pompeu Fabra University “GROUNDING, EXPLANATION, AND LEGAL POSITIVISM” Thursday, October 15, 2020, 12:15-1:15 pm Via Zoom Draft, October 6, 2020. For UCLA Workshop. Please Don’t Cite Or Quote Without Permission. Grounding, Explanation, and Legal Positivism Samuele Chilovi & George Pavlakos 1. Introduction On recent prominent accounts, legal positivism and physicalism about the mind are viewed as making parallel claims about the metaphysical determinants or grounds of legal and mental facts respectively.1 On a first approximation, while physicalists claim that facts about consciousness, and mental phenomena more generally, are fully grounded in physical facts, positivists similarly maintain that facts about the content of the law (in a legal system, at a time) are fully grounded in descriptive social facts.2 Explanatory gap arguments have long played a central role in evaluating physicalist theories in the philosophy of mind, and as such have been widely discussed in the literature.3 Arguments of this kind typically move from a claim that an epistemic gap between physical and phenomenal facts implies a corresponding metaphysical gap, together with the claim that there is an epistemic gap between facts of these kinds, to the negation of physicalism. Such is the structure of, for instance, Chalmers’ (1996) conceivability argument, Levine’s (1983) intelligibility argument, and Jackson’s (1986) knowledge argument. Though less prominently than in the philosophy of mind, explanatory gap arguments have also played some role in legal philosophy. In this area, the most incisive and compelling use of an argument of this kind is constituted by Greenberg’s (2004, 2006a, 2006b) powerful attack on positivism. -
Field Epistemology Metaphysics
To appear in Philosophical Studies, 2009. Online publication January 2009, available on springerlink.com: http://dx.doi.org/10.1007/s11098-009-9338-1. Epistemology without Metaphysics Hartry Field A common picture of justification among epistemologists is that typically when a person is looking at something red, her sense impressions pump in a certain amount of justification for the belief that there is something red in front of her; but that there can be contrary considerations (e.g. testimony by others that there is nothing red there, at least when backed by evidence that the testimony is reliable) that may pump some of this justification out. In addition, the justification provided by the senses can be fully or partially undercut, say by evidence that the lighting may be bad: this involves creating a leak (perhaps only a small one) in the pipe from sense impressions to belief, so that not all of the justification gets through. On this picture, the job of the epistemologist is to come up with an epistemological dipstick that will measure what overall level of justification we end up with in any given situation. (Presumably the “fluid” to be measured is immaterial, so it takes advanced training in recent epistemological techniques to come up with an accurate dipstick.) Of course there are plenty of variations in the details of this picture. For instance, it may be debated what exactly are the sources of the justificatory fluid. (Does testimony unaided by evidence of its reliability produce justification? Do “logical intuitions” produce it? And so on.) Indeed, coherentists claim that the idea of sources has to be broadened: build a complex enough array of pipes and the fluid will automatically appear to fill them. -
1 Knowledge and the Motive for Truth Linda Zagzebski 1. the Motive For
Knowledge and the Motive for Truth Linda Zagzebski 1. The motive for truth in our epistemic lives I assume that a self-conscious being is both conscious of the world and conscious of itself being conscious of the world. Because we are self-conscious, we reflect upon our own conscious states, not because we are especially interested in ourselves, but because we think that in doing so we can monitor and improve the connection between those states and their objects in the world. The material upon which we reflect is what we find in our pre- reflective consciousness--our memories, pre-reflective beliefs, and emotions. It also includes trust in the natural attunement of our faculties to reality. Trust is as much a part of our basic endowment as our faculties of perception and reasoning. Our pre-reflective trust is one of the things upon which we reflect when we attempt to monitor the relation between our conscious states and the world. When we reflect, we realize that we have no non-circular way to tell that our faculties have anything to do with the way the world is, so either we turn our pre-reflective trust into reflective trust, or we become skeptics. My view is that the right response to epistemic circularity is to trust reflectively. The point of reflection is to increase the trustworthiness of our faculties, but we can only do that by using those same faculties in an especially careful and directed way. Reflection makes the connection between our faculties and the world more accurate by increasing the coherence of the outputs of those faculties. -
Epistemology and Philosophy of Science
OUP UNCORRECTED PROOF – FIRSTPROOFS, Wed Apr 06 2016, NEWGEN Chapter 11 Epistemology and Philosophy of Science Otávio Bueno 1 Introduction It is a sad fact of contemporary epistemology and philosophy of science that there is very little substantial interaction between the two fields. Most epistemological theo- ries are developed largely independently of any significant reflection about science, and several philosophical interpretations of science are articulated largely independently of work done in epistemology. There are occasional exceptions, of course. But the general point stands. This is a missed opportunity. Closer interactions between the two fields would be ben- eficial to both. Epistemology would gain from a closer contact with the variety of mech- anisms of knowledge generation that are produced in scientific research, with attention to sources of bias, the challenges associated with securing truly representative samples, and elaborate collective mechanisms to secure the objectivity of scientific knowledge. It would also benefit from close consideration of the variety of methods, procedures, and devices of knowledge acquisition that shape scientific research. Epistemological theories are less idealized and more sensitive to the pluralism and complexities involved in securing knowledge of various features of the world. Thus, philosophy of science would benefit, in turn, from a closer interaction with epistemology, given sophisticated conceptual frameworks elaborated to refine and characterize our understanding of knowledge,