VIRTUE EPISTEMOLOGY, TESTIMONY, and TRUST Benjamin W
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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. -
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). -
Virtuous Knowledge: an Account of Virtue Epistemology Senior Honors
Virtuous Knowledge: - An Account of Virtue Epistemology Senior Honors Thesis (HONRS 499) By Erin R. Smith Dr. Juli Eflin, Advisor Ball State University Muncie, IN April 28, 2000 Date of Graduation: May 2000 L L Acknowledgements Many thanks to Dr. Juli Eflin for her time, impartial guidance throughout the development of my thesis, and her encouragement, which helped me fearlessly expound my own ideas. Thanks must also be given to my parents and friends who felt the philosophical concentration of the past eight months along with me, and continually supported my efforts. Now we may all rest our heads. My appreciation to Krista, Matt, Deidre, David, Julia and Mindy for allowing me to immortalize them in this discussion of virtue. Et in Arcadia ego. - Abstract Throughout history, virtue has out-stepped the bounds of ethics and entered other philosophical venues such as epistemology. Just as a person is responsible for exhibiting virtuous behavior, so is he or she responsible for virtuously attaining and holding beliefs in the quest for knowledge. In virtue epistemology, epistemic virtues are the fundamental mediums through which one's beliefs are justified. They are similar to moral virtues in definition and consequences, but differ in function in that epistemic virtues direct beliefs while moral virtues direct behavior. Some virtues to be described are openness, epistemic conscientiousness, epistemic courage, introspection and the skilled use of reason. - "Again and again a new truth is revealed to us in whose light all our previous knowledge must be rearranged. " -- Evelyn Waugh, Brideshead Revisited Like all epistemic theories, virtue epistemology must establish criteria and goals necessary for one to meet so knowledge can be achieved. -
Academic Freedom
Academic Freedom Jennifer Lackey Northwestern University Academic freedom, which allows members of institutions of higher learning to engage in intellectual pursuits without fear of censorship or retaliation, lies at the heart of the mission of the university. Indeed, according to the American Association of University Professors, “Academic freedom is the indispensable requisite for unfettered teaching and research in institutions of higher education.”1 Recent years have seen growing concerns about threats to academic freedom, many brought about from the changing norms of, and demands on, the university. A wide range of new issues— including content warnings, safe spaces, social media controversies, microaggressions, and no platforming—have given rise to loud cries, in both scholarly and popular contexts, that academic freedom is under serious attack. Despite this, there is surprisingly little philosophical work on the topic of academic freedom, and even less that directly takes up some of these new challenges. The present volume fills both of these gaps in the current literature by bringing together leading philosophers from a wide range of areas of expertise to weigh in on both traditional and timely issues involving academic freedom. 1. The Rationale for Academic Freedom The rationale for academic freedom is often connected to the justification for free speech more broadly.2 In On Liberty, John Stuart Mill famously defends free speech on the grounds that full and 1 https://www.aaup.org/our-work/protecting-academic-freedom 2 Post (2013) argues that, in fact, the norms of free speech are importantly different from the norms of academic freedom. Given the aims of teaching and research, for instance, there is speech that is tolerated in the broader public that would be at fundamental odds with the aims of the university, such as Holocaust open discussion will promote the truth, maintaining that a society should not merely tolerate speech that is objectionable, but embrace it. -
Virtue Epistemology and Abilism on Knowledge *
Virtue Epistemology and Abilism on Knowledge* John Turri [email protected] Abstract: Virtue epistemologists define knowledge as true belief produced by intellectual virtue. In this paper, I review how this definition fails in three important ways. First, it fails as an ac- count of the ordinary knowledge concept, because neither belief nor reliability is essential to knowledge ordinarily understood. Second, it fails as an account of the knowledge relation itself, insofar as that relation is operationalized in the scientific study of cognition. Third, it serves no prescriptive purpose identified up till now. An alternative theory, abilism, provides a superior ac- count of knowledge as it is ordinarily and scientifically understood. According to abilism, knowledge is an accurate representation produced by cognitive ability. Keywords: knowledge; ability; virtue; belief; reliability; philosophical method A popular view in contemporary Anglophone epistemology is that knowledge is true belief pro- duced by intellectual virtue. Philosophers accepting this are often called “virtue epistemologists.” Virtue epistemologists differ on how to characterize an intellectual virtue. Some theorists focus on refined intellectual character traits, such as open-mindedness or conscientiousness, which the agent cultivates over time through deliberate effort (Code 1987; Montmarquet 1993; Zagzebski 1996). On this approach, knowledge is defined as true belief produced by a refined intellectual * This is the penultimate version (10 June 2016) of a paper to appear in Heather Battily (Ed.), The Routledge Handbook of Virtue Epistemology (Routledge). Please cite the final, published version if possible. !1 character trait. Other theorists include reliable cognitive faculties, such as excellent vision or memory, among the intellectual virtues (Sosa 1991; Greco 1993; Goldman 1993). -
The Function of Sensory Awareness” in Tamar Gendler and John Hawthorn Eds., Perceptual Experience (Oxford University Press, 2006)
On a Neglected Epistemic Virtue Mark Johnston 2011 Rutgers Epistemology Conference (Draft for participants, not for wider circulation) For more than a decade I have been quietly complaining that contemporary epistemology lacks an adequate answer to this question: What is the epistemic function of sensory awareness as opposed to immediate (or non-inferential) perceptual judgment?1 It still seems to me a good complaint, and I wish to enter it again today. Perhaps one sign that the complaint is still good is that on many epistemological views, a being as close to us as is possible given that it is devoid of sensory awareness --- a “zombie” if you will --- could be as well- placed epistemically as his closest normal, fully sensate, counterpart. All the zombie would lack is the accompanying light, sound, and bodily sensational show. His beliefs could be as reliably formed as you like. They could be, in the recent terminology of Jack Lyons, vide his fine book Perception and Basic Beliefs, the output of a “primal perceptual system” that has evolved to generate reliable basic beliefs.2 1 I believe that the first time I made the complaint in public was in 1999 at a session with David Chalmers at the World Congress of Philosophy in Boston. Richard Fumerton was in the chair. 2 Jack Lyons Perception and Basic Beliefs: Zombies, Modules and the Problem of the External 1 Moreover, many in a quite different epistemological tradition from Lyons would say that the zombie’s immediate perceptual or quasi-perceptual judgments could be firmly held, non-inferential starting points, which constitute how the world immediately seems to him. -
PHIL GR 9110 Metaethics: the Value of Truth Location: Zoom Time: Fall 2020, Tuesday 10:10Am-12Pm EST
Katja Maria Vogt, katjavogt.com, Columbia University 1 Fall 2020, Metaethics: The Value of Truth, Columbia University PHIL GR 9110 Metaethics: The Value of Truth Location: Zoom Time: Fall 2020, Tuesday 10:10am-12pm EST 1. Course Description Most people think that lying is wrong. The specifics are contested. What is lying? Why is lying wrong? Is lying always wrong? Should ethicists focus on lying, or rather on a range of attitudes that are responsive to the value of truth? These questions sit at the intersection of ethics, normative epistemology, and the philosophy of language. The seminar aims to bring together contributions in these fields, with a view to the larger question of how the value of truth figures in ethical life. We start with an introduction to recent analyses of lying, as well as the most famous normative position on lying, formulated in Kant’s famous essay “On a Supposed Right to Lie from Love of Humanity.” Throughout the semester, we go back and forth between the question of what lying is, and normative questions about whether and why lying is (always?) wrong. The seminar includes two sessions of the Workshop in Ancient and Contemporary Philosophy. Jens Timmermann (St. Andrews) will visit to discuss his book manuscript on Kant’s essay, and Seana Shiffrin (UCLA) will visit for discussion of her book Speech Matters (2014). 2. Week-by-Week Plan Week 1, Sept 8: Introduction to the Ethics and the Nature of Lying Reading 1: Mahon, James Edwin, “The Definition of Lying and Deception,” The Stanford Encyclopedia of Philosophy (Winter 2016 Edition), Edward N. -
Negative Epistemic Exemplars
1 Negative Epistemic Exemplars to appear in Sherman & Gouen (eds.), Overcoming Epistemic Injustice: Social and Psychological Perspectives . Rowman & Littlefield. Emily Sullivan, Delft University of Technology Mark Alfano, Delft University of Technology & Australian Catholic University Abstract In this chapter, we address the roles that exemplars might play in a comprehensive response to epistemic injustice. Fricker defines epistemic injustices as harms people suffer specifically in their capacity as (potential) knowers. We focus on testimonial epistemic injustice, which occurs when someone’s assertoric speech acts are systematically met with either too little or too much credence by a biased audience. Fricker recommends a virtuetheoretic response: people who do not suffer from biases should try to maintain their disposition towards naive testimonial justice, and those who find themselves already biased should cultivate corrective testimonial justice by systematically adjusting their credence in testimony up or down depending on whether they are hearing from someone whom they may be biased against or in favor of. We doubt that the prominent admirationemulation model of exemplarism will be much use in this connection, so we propose two ways of learning from negative exemplars to better conduct one’s epistemic affairs. In the admirationemulation model, both the identification of what a virtue is and the cultivation of virtues identified thusly proceed through the admiration of virtuous exemplars. We show that this model has serious flaws and argue for two alternatives: the envyagonism model and the ambivalenceavoidance model. Keywords epistemic virtue, epistemic exemplar, admiration, envy, ambivalence, epistemic injustice Word count: 6285 (6500 maximum) 2 Introduction In this chapter, we address the roles that exemplars might play in a comprehensive response to epistemic injustice.1 Fricker (2007) defines epistemic injustices as harms people suffer specifically in their capacity as (potential) knowers. -
Tesitmony As Significance Negotiation
Western University Scholarship@Western Electronic Thesis and Dissertation Repository 2-4-2016 12:00 AM Tesitmony as Significance Negotiation Jennifer F. Epp The University of Western Ontario Supervisor Dr. Tracy Isaacs The University of Western Ontario Graduate Program in Philosophy A thesis submitted in partial fulfillment of the equirr ements for the degree in Doctor of Philosophy © Jennifer F. Epp 2016 Follow this and additional works at: https://ir.lib.uwo.ca/etd Part of the Epistemology Commons, Ethics and Political Philosophy Commons, and the Feminist Philosophy Commons Recommended Citation Epp, Jennifer F., "Tesitmony as Significance Negotiation" (2016). Electronic Thesis and Dissertation Repository. 3697. https://ir.lib.uwo.ca/etd/3697 This Dissertation/Thesis is brought to you for free and open access by Scholarship@Western. It has been accepted for inclusion in Electronic Thesis and Dissertation Repository by an authorized administrator of Scholarship@Western. For more information, please contact [email protected]. Abstract This dissertation addresses the following questions: How should epistemologists conceptualize testimony? What do people use testimony to do? And why does “what people do” with testimony matter epistemically? In response to these questions I both define and characterize testimony. While doing so I argue for the following answers, given here very briefly: What do people do when they testify? They tell each other things and avow that those things are true, offering their statements to others as reasons to believe. More importantly, they interact with each other in order to negotiate about significance. Why do these activities matter epistemically? Because by engaging in them people generate understanding, as well as knowledge that no one involved may have had prior to negotiation. -
Catherine Elgin CV.Pdf
CATHERINE Z. ELGIN [email protected] CURRENT Professor of the Philosophy of Education POSITION: Graduate School of Education Harvard University Cambridge, Massachusetts 02138 (617) 496-0504 EDUCATION: Ph.D., 1975, Brandeis University. Dissertation: Reference and Meaning: a Study of Wittgenstein’s Tractatus. B.A., 1970, Vassar College. Major: Philosophy. Thesis: ‘The Implications of the Theory of Relativity for the Philosophy of Time’. PREVIOUS EXPERIENCE: 2000-2001 Visiting Professor of Ethics, Harvard Kennedy School of Government 1997-1998 Visiting Professor, MIT 1997-1998 Visiting Professor, Graduate School of Education, Harvard University 1996-1997 Visiting Professor, Wellesley College 1993-1995 Visiting Professor, Wellesley College 1992-1993 Visiting Professor, Princeton University 1990-1991 Visiting Professor, Dartmouth College 1988-1989 Visiting Associate Professor, Princeton University 1986-1988 Visiting Associate Professor, Wellesley College 1982-1986 Associate Professor (Tenured), UNC, Chapel Hill 1983-1984 Visiting Associate Professor, Mount Holyoke College 1981-1982 Andrew W. Mellon Fellow, Harvard University 1979-1980 Assistant Professor, Michigan State University 1975-1979 Assistant Professor, Simmons College 1974-1975 Assistant Professor, Vassar College FELLOWSHIPS AND GRANTS: 2014-2016 John Templeton Foundation Research Grant: Understanding 2014-2015 John Templeton Foundation Research Grant: Intellectual Humility 2011 Newhouse Fellow in the Humanities, Wellesley College 2009-2011 Spencer Foundation Grant 2004-2005 N.E.H Fellowship for University Teachers 1995 N.E.H. Fellowship for University Teachers 1994-1995 Fellow, Bunting Institute, Harvard University 1986-1987 John Dewey Senior Research Fellowship 1984-1985 ACLS Research Fellowship 1 1981-1982 Andrew W. Mellon Faculty Fellowship in the Humanities, Harvard University 1979 N.E.H. Summer Seminar: Epistemological and Moral Relativism, with Richard Rorty PUBLICATIONS: Books True Enough. -
The Medieval Social Epistemologies of Augustine and Aquinas
Knowing and Trusting: The Medieval Social Epistemologies of Augustine and Aquinas by Matthew Kent Siebert A thesis submitted in conformity with the requirements for the degree of Doctor of Philosophy Department of Philosophy University of Toronto 2014 © Copyright by Matthew Kent Siebert, 2014 Knowing and Trusting The Medieval Social Epistemologies of Augustine and Aquinas Matthew Kent Siebert Doctor of Philosophy Department of Philosophy University of Toronto 2014 Abstract This dissertation is an introductory exploration of two influential medieval thinkers, Augustine and Aquinas, on the topic of testimony. I explain how Augustine’s view that testimony is a source of knowledge (notitia) developed through four stages, and argue that on Augustine’s view testimonial belief is justified inferentially. I argue that Aquinas thinks some testimonial belief is justified inferentially, and some is justified by adhering to the speaker as the formal object of one’s belief, on the grounds that the speaker is truthful. I argue that these provide knowledge when they provide cognitio. And I argue that Aquinas’s view can be developed into a plausible account of testimonial trust and trustworthiness. ii Acknowledgments I am extremely grateful for the guidance and support of Peter King, Martin Pickavé, and Jennifer Nagel in the writing of this dissertation. I am also grateful to Deborah Black, Michael Siebert, Simona Vucu, and Ian Drummond, for their very helpful comments on earlier drafts of some of these chapters. And I am grateful to the Social Sciences and Humanities Research Council of Canada, the Government of Ontario, and the University of Toronto for financial support. -
Saving Epistemology from the Epistemologists: Recent Work in the Theory of Knowledge
Saving epistemology from the epistemologists: recent work in the theory of knowledge Adam Morton _________________________________________________________________ ABSTRACT This is a very selective survey of developments in epistemology, concentrating on work from the past twenty years which is of interest to philosophers of science. The selection is organized around interesting connections between distinct themes. I first connect issues about skepticism to issues about the reliability of belief-acquiring processes. Next I connect discussions of the defeasibility of reasons for belief with accounts of the theory-independence of evidence. Then I connect doubts about Bayesian epistemology to issues about the content of perception. The last detailed connection is between considerations of the finiteness of cognition and epistemic virtues. To connect the connections I end by briefly discussing the pressure that consideration of social roles in the transmission of belief puts on the purposes of epistemology. 1 Introduction 2 The shortest possible history 3 Knowledge: skepticism to reliability 4 From defeasible intuitions to the autonomy of evidence 5 Bayesianism to perceptual content 6 Finiteness to virtue 7 The structure of belief: from holism to foreground/background 8 Conclusion: from social networks to the biology of science _________________________________________________________________ 1 Introduction When philosophers of science address questions about confirmation, evidence, knowledge and rational belief they are usually addressing special cases of more general epistemological questions. But the flavor of the discussion is often quite different. Philosophers of science are concerned with a particular complex of belief acquiring institutions and practices. They want to know how they work, how well they work, and how they can be kept in good working order.