DOCSLIB.ORG

Into Question: an Account of Inquiry

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Into Question: an Account of Inquiry Into Question: An Account of Inquiry The Harvard community has made this article openly available. Please share how this access benefits you. Your story matters Citable link http://nrs.harvard.edu/urn-3:HUL.InstRepos:39945331 Terms of Use This article was downloaded from Harvard University’s DASH repository, and is made available under the terms and conditions applicable to Other Posted Material, as set forth at http:// nrs.harvard.edu/urn-3:HUL.InstRepos:dash.current.terms-of- use#LAA Into Question: An Account of Inquiry A dissertation presented by Lauren Davidson to The Department of Philosophy in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the subject of Philosophy Harvard University Cambridge, Massachusetts December 2017 © 2017 Lauren Davidson All rights reserved. Dissertation Advisor: Professor Edward Hall Lauren Davidson Into Question: An Account of Inquiry Abstract Inquiry is central to our lives as knowers. From the quotidian ‘where did I leave my keys’ to the most momentous of research questions, we update our beliefs via inquiries large and small every day. Plausibly then, we achieve a much more complete picture of agents’ epistemic lives when we take into account not just what they believe or know but also the questions they have open for inquiry. Such is the approach to epistemology that motivates my dissertation. The enclosed papers present an account of inquiry from the perspective of philosophy of mind. The account provides sufficient conditions on being in inquiry and also has much to say about the attitudes of inquiring and questioning agents, like doubt and suspension of judgment. The account thus provides a framework for determining which questions an agent has open for inquiry and is a starting place for an inquiry-based epistemology. In “Is Suspension an Inquiring State of Mind?,” I put pressure on Jane Friedman’s claim that suspending judgment is sufficient for being in inquiry. While the main force of the argument is critical, the paper unfolds the terrain of the mental states of inquirers and sets the terms in which my own view is framed. “Committing to Inquiry” then is the heart of my account. The project of the paper is to lay out sufficient conditions on an agent’s being in inquiry. I argue that inquiry begins with a commitment to a focal question, this commitment takes the form of an intention, and only such an intention is sufficient for inquiring. Finally, in “Room for Doubt” I explore an application of the picture defended in the previous chapters. I argue that, in my framework, doubt is best understood not as a doxastic attitude but as the process of considering whether to revise one’s belief-commitments. iii Table of Contents 1.! Acknowledgements v 2.! Introduction 1 3.! Chapter 1: Is Suspension an Inquiring State of Mind? 14 4.! Chapter 2: Committing to Inquiry 56 5.! Chapter 3: Room for Doubt 104 iv Acknowledgments I am deeply grateful to my committee, Ned Hall, Mark Richard, and Susanna Siegel. Thank you for your encouragement and advice every step of the way. Your insights have shaped these papers in no small part. To Ned, my advisor, a special thanks for your mentorship and support both of this work and in my pedagogical pursuits. I have so valued your insights as a teacher, and I look forward to our future projects. I owe a special thanks to my friend and colleague David. You taught me so much, and many of the ideas in this work are the product of thinking and writing in collaboration with you. And to Zeynep: Thank you for your encouragement and frank advice in the final stages and for all the time you spent reading drafts. To the members of the M&E Workshop: Thank you for your thoughtful comments and discussions of earlier versions of this work. And to my colleagues at the Bok Center, thank you for your encouragement this past summer as I put in the hours writing. The interludes with you reminded me that I had the best motivation to finish. In addition, I am profoundly thankful for family and friends. I love that you’re always there to celebrate my successes. To my dad: Thank you for your love and support always. To my brother Scott and his wife Christine: It encouraged me to know that you were traveling a parallel path. To Anne: There are no words. I can honestly say I would not be here without you. You have made me a better teacher and a better leader. To everyone who has been involved with ThinkerAnalytix: Your excitement kept me invested in the project, and our work together played a key role in my choice of dissertation topic. To Rendi: Thank you for treating me like family and putting up with me over the years. And finally, to the community that is Esh Circus Arts: I will always believe that circus made my dissertation possible. I do my best thinking when I’m spending quality time upside down. v Introduction For the majority of my summers in graduate school, I’ve taught a critical thinking course for high school juniors and seniors. The focus of the course is analyzing arguments. We use visualization methods to make explicit and transparent how all the claims in an argument support or undermine its conclusion. Students often begin the course thinking the material we’re covering is nothing new, and in a sense they’re right. Of course, they make arguments and weigh reasons all the time. But one of my favorite moments is when students discover just how much complexity they take for granted. Most often, this moment is signaled by a quizzical look and an exclamation — “What do we do with this one?!?” When this recognition in turn motivates a student, I know they are going to be successful in the course. There’s something about peeling back the layers of something you took for granted, something you maybe even thought you were good at, and discovering a level you didn’t know existed that’s a recipe for learning. Beyond success in the course, students who make this discovery begin to subject thinking they do every day and discussions they have with their friends to a new level of critical scrutiny. And the new perspective is, if the feedback students give me isn’t just flattery, transformative for many. I tell this story because the project this thesis represents has taken me down a parallel path. The enclosed papers present an account of inquiry from the perspective of philosophy of mind. The account provides sufficient conditions on being in inquiry and also has much to say about the attitudes of inquiring and questioning agents, like doubt and suspension of judgment. But the phenomena that inspired the view are not grand. While the view applies equally to large-scale investigations, my motivation for pursuing this project was to understand the ordinary inquiries we engage in every day. From ‘where did I leave my keys’ 1 when headed out the door in the morning, to ‘what are today’s priorities’ when starting to work, to ‘what’s the best way to get there’ when headed someplace not on our usual itinerary, we constantly update our beliefs by answering questions. Just as we regularly engage in deliberations large and small about what to do, so too we regularly engage in inquiries large and small about what to believe. My account of inquiry has grown out of reflection on these commonplace phenomena of question-answering, and my view has been shaped most by cases where the questions are quotidian rather than momentous. This is where I see myself in the shoes of my students. I’ve come to view an everyday phenomenon through a new critical lens. Through this project, I’ve come to see an activity that I engage in regularly as an essential part of our lives as knowers, as epistemic agents. Which questions we pursue and how well we pursue them has deep impacts on both our epistemic states and our epistemic standing. In brief, my account claims that inquiry is centered around a commitment to a focal question. While an agent may contemplate or wonder about a question at various stages of pre-inquiry, she counts as being in inquiry with respect to that question only when she has made a commitment to settle it. This commitment is not a matter of setting up a mechanism for accountability, but rather, a taking on of the question as an aim or end. Such a commitment, I argue, is best understood as an intention to settle the relevant question. That inquiry begins with an intention explains why we have the sort of voluntary control over inquiry that we do. And the fact that we can, in typical cases, choose when to open or close inquiry positions inquiry as one of the central ways in which we can exercise control over our beliefs. Belief itself may not be voluntary, but if we want to be more certain of something, we can open an inquiry into the matter. 2 Thus, I think we achieve a much more complete picture of agents’ epistemic lives when we take into account not just what they believe or know but also which questions they have open for inquiry. An account of inquiry is important philosophically not only because it explains a mechanism by which we maintain and modify our beliefs but because it broadens our understanding of what it is to do well as an epistemic agent. The exemplary epistemic agent, we might think, not only has justified beliefs but is conducting inquiries into the right questions and conducting those inquiries well.
Load more

Recommended publications
  • Responding to Skepticism About Doxastic Agency
    Erkenn (2018) 83:627–645 https://doi.org/10.1007/s10670-017-9906-2 ORIGINAL RESEARCH Responding to Skepticism About Doxastic Agency Miriam Schleifer McCormick1 Received: 16 April 2016 / Accepted: 9 May 2017 / Published online: 8 June 2017 Ó Springer Science+Business Media Dordrecht 2017 Abstract My main aim is to argue that most conceptions of doxastic agency do not respond to the skeptic’s challenge. I begin by considering some reasons for thinking that we are not doxastic agents. I then turn to a discussion of those who try to make sense of doxastic agency by appeal to belief’s reasons-responsive nature. What they end up calling agency is not robust enough to satisfy the challenge posed by the skeptics. To satisfy the skeptic, one needs to make sense of the possibility of believing for nonevidential reasons. While this has been seen as an untenable view for both skeptics and anti-skeptics, I conclude by suggesting it is a position that has been too hastily dismissed. 1 Introduction In what sense or to what extent is agency exercised in the doxastic realm? Some argue that the kind of control we have over beliefs is sufficient for doxastic agency, while others argue that the nature of beliefs precludes agency being exercised in what we believe. But getting clear on the nature of these disagreements is difficult because the disputants do not always share a common notion of what is required for agency in general, and doxastic agency in particular. A skeptic about doxastic agency may agree with everything an anti-skeptic says but insist that none of what is proposed counts as real agency.
    [Show full text]
  • A Social Solution to the Puzzle of Doxastic Responsibility: a Two-Dimensional Account of Responsibility for Belief
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by PhilPapers Forthcoming in Synthese 1 A Social Solution to the Puzzle of Doxastic Responsibility: A Two-Dimensional Account of Responsibility for Belief Robert Carry Osborne (This is a final, pre-copyedit version of an article published in Synthese. The final authenticated version is available online at: http://link.springer.com/article/10.1007/s11229-020-02637-9) 1. Introduction There are various, well-known difficulties surrounding the notion of doxastic responsibility and the so-called ‘ethics of belief’. The “puzzle of doxastic responsibility,” as Miriam McCormick (2015) has recently called it, arises from the tension between some version of the following three claims, each intuitively plausible on its own, but together jointly inconsistent: (RESPONSIBLE) We sometimes rightly hold agents responsible for their doxastic attitudes. (CONTROL) Voluntary control over X is a prerequisite for responsibility for X. (NON-VOLUNTARY) Beliefs are not subject to the will, that is, we lack voluntary control over them.1 The puzzle, then, is why beliefs seem to be the kinds of things for which we can rightly be held responsible, and yet do not appear to be something over which we exercise direct (voluntary or intentional) control.2 A solution to the puzzle seems to require that we reject at least one of the three claims above. As a result, the puzzle has three general answers: (a) Reject (RESPONSIBLE) and thus deny that beliefs are the proper objects of normative assessment, and so deny that anyone 1 McHugh (2017) also discusses a version of the same puzzle, which he calls “the problem of epistemic responsibility,” though his version involves four claims, and depends explicitly on a comparison with the kind of control we have over our (bodily) actions.
    [Show full text]
  • Social Epistemology and the Project of Mapping Science
    City University of New York (CUNY) CUNY Academic Works All Dissertations, Theses, and Capstone Projects Dissertations, Theses, and Capstone Projects 9-2015 Social Epistemology and the Project of Mapping Science Kamili Posey Graduate Center, City University of New York How does access to this work benefit ou?y Let us know! More information about this work at: https://academicworks.cuny.edu/gc_etds/1097 Discover additional works at: https://academicworks.cuny.edu This work is made publicly available by the City University of New York (CUNY). Contact: [email protected] ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! SOCIAL EPISTEMOLOGY AND THE PROJECT OF MAPPING SCIENCE BY KAMILI POSEY A dissertation submitted to the Graduate Faculty in Philosophy in partial fulfillment of the requirements for the degree of Doctor of Philosophy, The City University of New York. 2015 © 2015 KAMILI POSEY All Rights Reserved ii This manuscript has been read and accepted for the Graduate Faculty in Philosophy in satisfaction of the dissertation requirement for the degree of Doctor of Philosophy. Nikolas Pappas ______________________________ ______________________________ ______________________________ Date Chair of Examining Committee Iakovos Vasiliou ______________________________ ______________________________ ______________________________ Date Executive Officer Samir Chopra ______________________________________________ Linda Alcoff ______________________________________________ Robert Sinclair ______________________________________________ Supervisory Committee THE
    [Show full text]
  • I Am Going to Deal with the Foundations of First Philosophy in Its Entirety
    FOUNDATIONALISM & THE STRUCTURE OF EPISTEMIC WARRANT I am going to deal with the foundations of First Philosophy in its entirety. —Descartes, Meditations on First Philosophy The basics of foundationalism Foundationalism is the classic view regarding the nature of warranted belief acceptance, non-acceptance and the suspending of judgement. It has been advocated by such historically significant philosophers as Aristotle, Aquinas, Descartes, Locke, Hume, Reid, and Kant as well as such significant contemporaries as A.J. Ayer, C.I. Lewis and Roderick Chisholm. It has been the subject of serious philosophical attacks by such prominent philosophers as Donald Davidson, Keith Lehrer, Laurence Bonjour and Richard Rorty.1 What is foundationalism, however? Given that foundationalism is a theory about the nature of epistemic warrant, it should be clear that it is a normative theory—i.e., it tells us when we are warranted, reasonable, or permitted to assent, not assent or suspend judgment regarding a proposition. How does it differ from the internalist and externalist views of epistemic warrant we have been discussing? Most importantly, it tells us about the structure of epistemically warranted doxastic attitudes. That is, it tells us how our epistemically warranted doxastic attitudes are related to each other. Put differently, it tells us that every member of a cognitive being’s set of doxastic attitudes is organized and formally related in very important ways. What is that organization and formal relation? According to the foundationalist, genuine (propositional) knowledge and epistemically warranted belief has a two-tier structure: some instances of our knowledge and epistemically warranted belief are foundational and every other instance is non-foundational.
    [Show full text]
  • Questions for Uniqueness (3408 Words)
    1 Questions for Uniqueness (3408 words) Abstract: In this paper, I argue that the so-called Uniqueness Thesis, or Uniqueness, is untenable because we cannot conceive of epistemic rationality as free of any practical components. Uniqueness states that given the same body of evidence, there is at most one rational doxastic attitude taken towards any proposition. Some authors, on the other hand, argue that it is rationally permissible to hold differing doxastic attitudes; call that view Permissivism. First, I provide a precise formulation for Uniqueness and evaluate some of the arguments for and against it. I show that many extant arguments against Uniqueness are question-begging and why these arguments fail. Finally, I offer a better argument against Uniqueness. My argument brings out that rational belief is not determined solely by evidence but also by the questions that guide one’s inquiry. 1. Introduction Given the same body of evidence, is it rational to possess differing doxastic attitudes towards a certain proposition? Some authors argue that it is permissible; call that Permissivism. Others oppose this view and argue for the so-called Uniqueness Thesis, or Uniqueness, which states that for agents with the same body of total evidence, there is at most one rational doxastic attitude taken towards any proposition. What I argue is that Uniqueness is untenable because we cannot conceive of epistemic rationality as free of any practical components. Although arguments have been provided for and against Uniqueness based on practical grounds, these arguments treat doxastic attitudes similarly with bodily actions. The practical component that I discuss here, on the other hand, is restricted to knowledge, i.e., how one inquires.
    [Show full text]
  • Attitudes Beyond Belief: a Theory of Non-Doxastic Attitude Formation and Evaluation
    Attitudes Beyond Belief: A Theory of Non-Doxastic Attitude Formation and Evaluation by Daniel Drucker A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy (Philosophy) in the University of Michigan 2017 Doctoral Committee: Associate Professor Eric Swanson, Chair Associate Professor Ezra Russell Keshet Associate Professor Sarah Swanson Moss Professor Brian James Weatherson Daniel Drucker [email protected] ORCID iD 0000-0001-6075-1170 ©Daniel Drucker 2017 ACKNOWLEDGMENTS I’ll be brief; there’s no way to fully express my gratitude here. So, thank you to Eric Swanson for being the best possible committee chair, conscientious, empathetic, and wise; to Sarah Moss, for the intense and challenging conversations that always left me wanting to be and do better; to Brian Weatherson, for showing the importance of a view of the whole of philosophy; and to Ezra Keshet, for his generosity and example(s). Thanks to Michigan’s (sometimes honorary) philosophers, who’ve been my friends and family for six years, including: Chloe, Sara, Boris, Dave, Gordon, Kevin, Mara, Paul, Bryan, Francesca, Sarah B., Victor, Lingxi, Mercy, Guus, Alex, Matt, Josh, Sydney, Zoe,¨ Jim, Maria, Ishani, Eduardo, Neil, Filipa, Adam, Cat, Alvaro, Chip, Steve, Umer, Patrick, Nils, Rohan, Jamie, Rich, Damian, Nina, and Elise. It’s incredible that this kind of community exists; I’m unspeakably lucky to have been a part of it. The proof of this is how impossible it feels to leave it. Thanks to Plato and Agnes Callard, who shaped my worldview in ways I still don’t fully understand. Thanks to Hakeem Jerome Jefferson, one of the only non-philosophers on the list, for teaching me as much as any philosopher could.
    [Show full text]
  • Belief Without Credence
    Synthese DOI 10.1007/s11229-015-0846-6 Belief without credence J. Adam Carter1 · Benjamin W. Jarvis2 · Katherine Rubin3 Received: 14 May 2014 / Accepted: 31 July 2015 © The Author(s) 2016. This article is published with open access at Springerlink.com Abstract One of the deepest ideological divides in contemporary epistemology con- cerns the relative importance of belief versus credence. A prominent consideration in favor of credence-based epistemology is the ease with which it appears to account for rational action. In contrast, cases with risky payoff structures threaten to break the link between rational belief and rational action. This threat poses a challenge to traditional epistemology, which maintains the theoretical prominence of belief. The core prob- lem, we suggest, is that belief may not be enough to register all aspects of a subject’s epistemic position with respect to any given proposition. We claim this problem can be solved by introducing other doxastic attitudes—genuine representations—that dif- fer in strength from belief. The resulting alternative picture, a kind of doxastic states pluralism, retains the central features of traditional epistemology—most saliently, an emphasis on truth as a kind of objective accuracy—while adequately accounting for rational action. Keywords Belief · Rational action · Cognitive achievement · Contextualism · Truth · Virtue epistemology B J. Adam Carter [email protected] Benjamin W. Jarvis [email protected] Katherine Rubin [email protected] 1 University of Edinburgh, Edinburgh, UK 2 New York University, Stern School of Business, New York, NY, USA 3 Weill Cornell Medical College, New York, NY, USA 123 Synthese Introduction Consider the following case: car insurance: Your car insurance company offers you a deal.
    [Show full text]
  • Why There Are No Epistemic Duties
    Why There are no Epistemic Duties (Forthcoming in Dialogue: The Canadian Philosophical Review) Chase B. Wrenn Department of Philosophy University of Alabama Abstract Epistemic duties would be duties to believe, disbelieve, or withhold judgment propositions, and they would be grounded in purely evidential considerations. I offer a new argument for the claim that there are no epistemic duties. Though people may have duties to believe, disbelieve, or withhold judgment from propositions, those duties are never grounded in purely epistemic considerations. Rather, allegedly epistemic duties are a species of moral duty. 1 Introduction A person can be morally, legally, or prudentially obligated to do something. There are even cases in which a person might be morally, legally, or prudentially obligated to believe something. Maybe I cannot act rightly without believing in the fundamentally equal moral value of all persons, or maybe the law says I must know the expiration dates on the milk I sell, or maybe it is in my best interest to believe my doctors are competent. Such cases respectively impose moral, legal, and prudential obligations to have certain beliefs. Can a person be epistemically obligated to believe, disbelieve, or withhold judgment about something? An affirmative answer means that there are purely epistemic sources of duty, over and above such other sources as morality, prudence, and law. Usually, those who believe in epistemic duties see them as grounded in the evidence available to a person. I see, hear, and feel the falling rain. Because I have such excellent evidence it is raining, and I lack weightier evidence to the contrary, I epistemically ought to believe it is raining.
    [Show full text]
  • Rational Agnosticism and Degrees of Belief †‡
    Rational Agnosticism and Degrees of Belief †‡ Jane Friedman | [email protected] 08/2013 1 Preliminaries “Traditional” epistemology presents us with a quite spare doxastic taxonomy. This taxonomy is typically thought to include just belief, disbelief and sus- pension of judgment. And given that in this context disbelieving p is thought identical to believing ¬p, traditionalists present us with just two attitudes: belief and suspension of judgment. “Formal” epistemology presents us with an expansive doxastic taxonomy: a subject faces a continuum-many different doxastic options with respect to p. These doxastic states are thought to be something like states of confidence in the truth of the relevant propositions. These states of confidence come in degrees and those degrees of belief (credences) are taken to bear some intimate relation to the probability calculus. A number of interesting questions arise about the relationship between these two doxastic taxonomies. An obviously pressing one is which (if any) are ac- curate: do both of these doxastic taxonomies accurately describe our doxastic lives, or does just one (or does neither)? If only one gives a correct descrip- tion, which one, and what should we say about the other? Many have thought †In Oxford Studies in Epistemology (2013), Volume 4: 57-81. Please cite published version, online here. ‡Thanks to audiences at a conference on the ontology of the doxastic attitudes in Odense, Denmark and at the Pacific APA in San Diego for discussion of some of the arguments here. Thanks to Alan Hájek and an anonymous reviewer for Oxford Studies in Epistemology for ex- tremely helpful written comments.
    [Show full text]
  • Epistemic’ Mean?
    Phil. 252: Norms of Belief Sept. 6, 2017 Meeting 1: What Does ‘Epistemic’ Mean? I. Uses of ‘Epistemic’ One of the central sets of questions we will be asking in this seminar is: Suppose I am considering whether to believe some proposition, P. What kinds of reasons do I have for and against this belief? Are they exclusively epistemic reasons (such as, for instance, those provided by my evidence for or against P)? Or can they include practical reasons (such as, for instance, those provided by the happiness that believing P would bring about in myself or others)? Notice that, in setting up this issue, I have appealed to the notion of an ‘epistemic reason’. One encounters ‘epistemic’ (and its cognates) a lot in contemporary philosophy. Some other instances: • ‘epistemically justified’ / ‘epistemically warranted’ / ‘epistemically merited’ / ‘epistemically proper’, • ‘epistemically ought’ / ‘epistemic duty’ / ‘epistemic requirement’ / ‘epistemic norm’, • ‘epistemic value’ / ‘epistemic good’ / ‘epistemic goal’, • ‘epistemic responsibility’ / ‘epistemic blame’ / ‘epistemic blameworthiness’, • ‘epistemic injustice’. However, it is not always clear what philosophers mean by ‘epistemic’ in these expressions. II. Cohen’s Challenge In “Theorizing about the Epistemic,” Stewart Cohen goes one step further: he thinks that ‘epistemic’ functions as an undefined technical term in much contemporary epistemology, and as a result it is not even clear what many of these debates are supposed to be about. Let us focus on the case that Cohen makes with regard to debates about epistemic justification: “. ‘epistemic’ is a technical term. If you ask competent, even sophisticated English speakers who are not philosophers whether a belief is epistemically justified, they will have no idea what they are being asked” (p.
    [Show full text]
  • Epistemic Duties and Failure to Understand One's Evidence
    doi: 10.5007/1808-1711.2012v16n1p147 EPISTEMIC DUTIESAND FAILURE TO UNDERSTAND ONE’S EVIDENCE SCOTT STAPLEFORD St. Thomas University Abstract. The paper defends the thesis that our epistemic duty is the duty to proportion our beliefs to the evidence we possess. An inclusive view of evidence possessed is put forward on the grounds that it makes sense of our intuitions about when it is right to say that a person ought to believe some proposition P. A second thesis is that we have no epistemic duty to adopt any particular doxastic attitudes. The apparent tension between the two theses is resolved by applying the concept of duty to belief indirectly. Keywords: Epistemic duties; ethics of belief; doxastic voluntarism; evidence; evidentialism; R. Feldman. Richard Feldman argues that we never have an epistemic duty to believe any propo- sition P that our evidence supports if we fail to apprehend the connection between our evidence and P.1 I argue that an implication of this view is that we never have an epistemic duty to believe any proposition that we do not in fact believe. My argument depends upon the falsity of one fairly implausible version of doxastic vol- untarism. Given that this conclusion conflicts with our understanding of what it is to have a duty, I infer that the only epistemic duty we have is the duty to propor- tion our beliefs to the evidence, a view which is consistent with our never having an epistemic duty to believe some proposition P. The idea that I want to defend is suggested by a passage in John Locke’s Es- say Concerning Human Understanding.
    [Show full text]
  • Doxastic Attitudes As Belief-Revision Policies
    Doxastic Attitudes as Belief-Revision Policies Alexandru Baltag Ben Rodenh¨auser Sonja Smets ILLC, University of Amsterdam Abstract. While propositional doxastic atti- encodes what the recipient will do if an input tudes, like knowledge and belief, capture an from that source is received. agent's opinion about certain propositions, her Traces of this idea are found scattered attitudes towards sources of information express across the literature, sometimes formulated her opinion about the reliability (or trustwor- in terms of notions like \evidential reliabil- thiness) of those sources. If an agent trusts ity" or \epistemic trust".1 In Bayesian Epis- a witness, then she will, within certain limits, temology, the reliability of a source is cap- tend to accept his testimony as veridical. But tured by weights or probabilities attached to if she considers the witness to be a notorious the new information, which determine differ- liar, she may come to believe the opposite of ent ways of processing it (e.g., Bayesian con- what he tells her. In this paper, we put such at- ditioning versus Jeffrey conditioning).2 In titudes towards sources (or dynamic (doxastic) Belief Revision theory, various methods for attitudes) center stage, and formalize them as (iterated) belief revision have been proposed belief-revision strategies: policies governing how that can be understood as corresponding to an agent changess her beliefs whenever new in- different attitudes to the incoming informa- formation from a certain (type of) source is re- tion.3 ceived. We present a semantic, qualitative mod- While most previous authors have focused elling of this notion and investigate its proper- on quantitative approaches formalizing de- ties.
    [Show full text]