First Published in 2001. Routledge is an imprint of Taylor & Francis, an informa company.

The process of making ethical judgments is much more complex than studying only personal moral philosophy variables (idealism and relativism). The renewed interest in epistemic values (virtue and vice epistemology) in contemporary philosophy has shown significant relevance to understanding ethical behavior and such values may be better predictors than studying only idealism and relativism. The purpose of this exploratory study is to examine employees’ personal moral philosophies, optimism, epistemic values, and various organizational unethical practices as compared to (...) their managers. We used Rawwas’ items of epistemology in this study. The sample consisted of 262 managers and employees. The results revealed that managers were more sensitive to organizational unethical practices, scored less on epistemic vices, less on absolutism, and more on exceptionalism than employees were. However, there was no difference between managers and employees related to moderate and minor unethical organizational practices, situationism, subjectivism, optimism, and epistemic virtues. We provided discussion of the results and implications. (shrink)

. In whatever form, terminal philosophy holds that some matters are so fundamental that they are presupposed in any practice of reason-giving; accordingly, if reason-giving were applied to such matters in order to justify them, or even to criticize, then the very attempt to do so would necessarily assume what is at issue, a fatal circularity . No further argumentative recourse is possible at this level of fundamentality ; rational reason-giving must terminate.

No indictment of existing education is more serious than the charge that it fosters uncritical rather than critical dispositions. It is difficult to see how the addition of anything but epistemology - and even more importantly of philosophy in general - can remedy that deficiency. The sentiment expressed here by Professor Matthew Lipman is a profound one. I agree completely that education has, as one of its fundamental tasks, the fostering of critical dispositions. I agree, moreover, that (...) class='Hi'>epistemology is basic to an education that takes seriously the enhancement of critical thinking. Philosophy for Children has forcefully delivered the message, to both the educational and the philosophical communities, that philosophy can and should be viewed as a central component of an adequate education. (shrink)

Pictet’s experiment was front and center in the 18th/19th century debate concerning whether heat is a wave, or a particle. Pictet’s experiment is best understood by realizing that thermal radiation energy plays a significant role in heat transfer. It is argued that this readily ignored experiment should have long ago alerted us to issues concerning our understanding of thermodynamics. This questions the rationale behind modern statistical thermodynamics, which describes all of a gaseous system’s energy purely in terms of the kinematics (...) of that system’s gas. Not only is the philosophy of statistical mechanics now questioned but so too are those associated with entropy and its mathematical accomplice the second law. After raising questions, a simpler explanation as to what is witnessed will be discussed. An explanation that relegates statistical mechanics to a valid approximation for sufficiently dilute closed systems of gas, such as those often used in experiments. An explanation that remains void of the mathematical simplifications that statistical mechanics provides. Ultimately, the accepted epistemology of our sciences will be verbally challenged. (shrink)

First Published in 1995. Routledge is an imprint of Taylor & Francis, an informa company.

Emerging from the confusion and chaos of neoliberal economic systems around the world, this book brings together a collection of major philosophical ideas from previous centuries and applies them to the practice of education. The book argues that pragmatist philosophy is the most appropriate to guide the organisation of curriculum, pedagogy and assessment. It outlines a number of philosophical dilemmas, exploring these in relation to particular philosophers and offers philosophical insights for educational practice. Further, the book proposes Critical Praxis (...) Bricolage, an epistemological framework articulating a view that education practices are embedded in a social context. This reshapes formal education from being dominated by the market forces of neoliberalism, into a way of ethical life that respects the dignity and knowledgeability of each person and community regardless of background. Written in a narrative style, Pragmatist Philosophy for Critical Knowledge, Learning and Consciousness provides a philosophical paradigm of experience, culture and inquiry that actively connects with human interests of the everyday and with the distinctiveness of being human. This work will be of interest to researchers and higher degree students of education and philosophy of education. (shrink)

It has been standard philosophical practice in analytic philosophy to employ intuitions generated in response to thought-experiments as evidence in the evaluation of philosophical claims. In part as a response to this practice, an exciting new movement—experimental philosophy—has recently emerged. This movement is unified behind both a common methodology and a common aim: the application of methods of experimental psychology to the study of the nature of intuitions. In this paper, we will introduce two different views concerning the (...) relationship that holds between experimental philosophy and the future of standard philosophical practice (what we call, the proper foundation view and the restrictionist view), discuss some of the more interesting and important results obtained by proponents of both views, and examine the pressure these results put on analytic philosophers to reform standard philosophical practice. We will also defend experimental philosophy from some recent objections, suggest future directions for work in experimental philosophy, and suggest what future lines of epistemological response might be available to those wishing to defend analytic epistemology from the challenges posed by experimental philosophy. (shrink)

Formal epistemology is just what it sounds like: epistemology done with formal tools. Coinciding with the general rise in popularity of experimental philosophy, formal epistemologists have begun to apply experimental methods in their own work. In this entry, I survey some of the work at the intersection of formal and experimental epistemology. I show that experimental methods have unique roles to play when epistemology is done formally, and I highlight some ways in which results from (...) formal epistemology have been used fruitfully to advance epistemically-relevant experimental work. The upshot of this brief, incomplete survey is that formal and experimental methods often constitute mutually informative means to epistemological ends. (shrink)

In this thesis, I examine recent proposals for the creation of African and Native American forms of Indigenous philosophy and show how the discussions and debates in these fields challenge the disciplinary boundaries of modern Academic Western philosophy. With regard to African philosophy, I critique the debates in the Anglophone literature, teasing out those aspects of the debates which pose substantial epistemological challenges to mainstream [Western] philosophy, focusing, in particular, on assumptions about the intersections between (...) class='Hi'>philosophy, culture, science, and universality which manifest themselves in the Euro-traditional critiques the "Professional" school philosophers make of the Afri-traditional approach of the "Ethnophilosophy" school philosophers. Looking at the works of such "Ethnophilosophers" as Kagame, Mbiti, Wright, and Gyeke and the critiques made of them by "Professional" school philosophers such as Wiredu, Bodunrin, Oruka, and Appiah, I present and critique both sides of the universal European argument, the literacy argument, the objective individual male argument, and the logical-scientific vs. magical-religious arguments, highlighting the epistemological implications of each. With regard to Native American Philosophy, I discuss recent proposals being made by Native American academic philosophers, and also do a philosophical analysis of traditional Native American culture as expressed in a variety of Native-authored sources. I argue, based on the works of Native authors, that three main methodological problems condition the formulation of Native American philosophy, namely 'problems of conquest,' 'problems of translation,' and 'problems of identity' and that each of these problems manifest as epistemological problems. I then go on to make proposals for five possible beginning points for the formulation of Native American philosophy by identifying themes which recur in the works of philosophers Deloria, Cordova, and Hester; traditional sages such as Black Elk, and Lame Deer; critical theorists such as Warrior, Guerrero, Gunn-Allen, Durham, and Forbes; and novelists Silko and King. I argue that both African and American forms of Indigenous philosophy provoke a reevaluation of many of the epistemic frames heretofore assumed to be universal in modern academic philosophy. (shrink)

Simondon adopts some concepts of social psychology as ‘in group’ and ‘out group’, namely from Kurt Lewin and Gordon Allport, that allow him to describe the fundamental processes shaping the domain of collective individuation, and to challenge Bergson’s distinction between a ‘closed’ community and an ‘open’ society. Reconstructing Simondon’s sources is necessary to understand how he tries to provide an analysis of the social system without presupposing a given anthropology, but rather exploring different perspectives on the human/nature threshold through the (...) concept of transindividual. In his study of the social system Simondon progressively gives conceptual shape to the processes he calls transindividual thanks to the ontogenetic analysis of the phenomena of belief, work and language. In all these domains, a ‘basic community’ emerges just over the threshold of the biological group, where the structural ambivalence of all collective processes as simultaneously closed and open becomes clear. That is why Simondon does not present the concept of the transindividual as a solution to the epistemological problem of psychic and collective individuation, but rather as the ‘field’ in which a whole series of social, biological and technical dimensions can be made converge towards a science of anthropogenic processes. (shrink)

Formal epistemology is just what it sounds like: epistemology done with formal tools. Coinciding with the general rise in popularity of experimental philosophy, formal epistemologists have begun to apply experimental methods in their own work. In this entry, I survey some of the work at the intersection of formal and experimental epistemology. I show that experimental methods have unique roles to play when epistemology is done formally, and I highlight some ways in which results from (...) formal epistemology have been used fruitfully to advance epistemically‐relevant experimental work. The upshot of this brief, incomplete survey is that formal and experimental methods often constitute mutually informative means to epistemological ends. (shrink)

We interpret the philosophy of Niels Bohr as related to the so called ''linguistic turn'' and consider paraconsistency in the light of the Bohrian notion of complementarity. Following [16], Jean-Yves Beziau has discussed the seemingly contradictory perspectives found in the quantum mechanical double slit experiment in terms of paraconsistent view-points [7, 8]. This interpretation goes in line with the well known Bohrian Neo-Kantian epistemological account of quantum mechanics. In the present paper, we put forward the idea that one can (...) also consider, within quantum mechanics and departing from the philosophy of the danish physicist, a more radical paraconsistency found within one of the main formal elements of the theory, namely, quantum superpositions. We will argue that, rather than epistemological, the contradictions found within quantum superpositions could be interpreted as ontological contradictions. (shrink)

One of the guiding ideas of virtue epistemology is to look at epistemological issue through the lens of practical philosophy. The Gettier Problem is a case in point. Virtue epistemologists, like Sosa and Greco, see the shortcoming in a Gettier scenario as a shortcoming from which performances in general can suffer. In this paper I raise some doubts about the success of this project. Looking more closely at practical philosophy, will, I argue, show that virtue epistemology (...) misconceives the significance of Gettier structures in the practical domain. (shrink)

This chapter focuses on the epistemic significance of Confucian ideas, rather than the ideas of Chinese philosophy more generally. It describes how Confucian philosophy has traditionally been seen by scholars of Chinese philosophy. The chapter introduces the reader to epistemologically significant Confucian ideas. Within the field of virtue epistemology there are two basic strands, virtue reliabilism and virtue responsibilism. Both have roots in Aristotelian philosophy and have been revived and developed within post-Gettier epistemology. Virtue (...) responsibilists often list and discuss intellectual virtues such as: open-mindedness, conscientiousness, intellectual honesty, fair-mindedness, and inquisitiveness. Virtue responsibilists have tended to focus on the analysis of individual intellectual virtues. The chapter concludes by briefly setting out how our account of skillful reflection, an example of an account informed by Confucian thought, bridges the divide between virtue reliabilism and virtue responsibilism. (shrink)

This essay presents an analysis of different processes of machine learning: supervised, unsupervised, and semisupervised, through the prism of the epistemologies of several prominent Islamic philosophical schools. I discuss the way each school conceptualizes the ontological absolute (immortality, death, afterlife) and the way this shapes their respective epistemologies. I present an analysis of the different machine learning processes through the prism of the epistemological constructs of each of these philosophic traditions. I conclude with the argument that more scholars from the (...) Islamic philosophical tradition should engage in the debates about the development of artificial intelligence and its implications, given that many Muslim countries are among the leaders in this development and its application in everyday life. (shrink)

Philosophy of science has traditionally focused on the epistemological dimensions of scientific practice at the expense of the ethical and political questions scientists encounter when addressing questions of policy in advisory contexts. In this article, I will explore how an exclusive focus on epistemology and theoretical reason can function to reinforce common, yet flawed assumptions concerning the role of scientific knowledge in policy decision making when reproduced in philosophy courses for science students. In order to address this (...) concern, I will argue that such courses should supplement the traditional focus on theoretical reason with an analysis of the practical reasoning employed by scientists in advisory contexts. Later sections of this paper outline a teaching strategy by which this can be achieved that consists of two steps: the first examines idealized examples of scientific advising in order to highlight the irreducible role played by moral reasoning in justifying policy recommendations. The second employs argument analysis to reveal implicit moral assumptions in actual advisory reports that form the basis for class discussion. This paper concludes by examining some of the wider benefits that can be expected from adopting such an approach. (shrink)

From Greco-Roman antiquity through to European enlightenment, philosophy and religious thought were inseparably interwoven. This book explores intellectual worlds of Abrahamic religious traditions, their approaches to scriptural hermeneutics, and their interaction over many centuries on common ground of inheritance of classical Greek philosophy.

abstract Part 1 of this essay argues that one of the most important contributions of philosophers to sound public policy may be to combat the influence of bad Philosophy (which includes, but is not limited to, bad Philosophy produced by accredited academic philosophers). Part 2 argues that the conventional conception of Practical Ethics (CPE) that philosophers bring to issues of public policy is defective because it fails to take seriously the phenomenon of the subversion of morality, the role (...) of false factual beliefs in this subversion, and the vulnerability to the exploitation of our moral powers that our social-epistemic dependency entails. Given the serious risks of the subversion of morality through the propagation of false factual beliefs, CPE's near exclusive emphasis on identifying sound moral principles greatly constrains its potential contribution to the Negative Task of Practical Ethics, the endeavour to reduce the incidence of the most grievously wrong behaviour. Practical ethicists should focus more on the ethics of believing, and develop a more sophisticated conception of the moral and epistemic virtues of individuals and of institutions, one that includes protective meta-virtues, whose function it is to guard us against the more frequent and predictable subversions of morality, including those subversions that are facilitated by the processes of belief-formation that our social institutions and practices foster. (shrink)

When graduate students start their studies, they usually have sound knowledge of some areas of philosophy, but the overall map of their knowledge is often patchy and disjointed. There are a number of topics that any contemporary philosopher working in any part of the analytic tradition needs to grasp, and to grasp as a coherent whole rather than a rag-bag of interesting but isolated discussions. This book answers this need, by providing a overview of core topics in metaphysics and (...) epistemology that is at once accessible and nuanced. Ten core topics are explained, and their relation to each other is clearly set out. The book emphasizes the utility of the concepts and distinctions it covers for philosophy as a whole, not just for specialist discussions in metaphysics or epistemology. The text is highly readable and may be used as the basis of a course on these topics. Recommendations for reading are included at the end of each chapter, divided into essential and further readings. The text is also suitable for people approaching philosophy from other disciplines, as an accessible primer to the central topics, concepts and distinctions that are needed to engage meaningfully in contemporary philosophical debate. (shrink)

A major figure in the Anglo-American analytic tradition, Ernest Sosa is a pioneer of contemporary virtue epistemology. Engaging with his important work for the first time, a team of renowned scholars of Chinese philosophy bring Western analytic epistemology into dialogue with themes and issues in the history of the Chinese tradition in order to reveal multiple points of connection. Drawing on thinkers and texts from Confucianism, Daoism and Chinese Buddhism, chapters explore issues central to virtue epistemology, (...) such as the reliabilist and responsibilist divide, the distinction between virtues constitutive of knowledge and virtues auxiliary to knowledge, epistemic competence and the role of testimony. Including Sosa's constructive and systematic responses to each scholar's interpretation of his work, this volume demonstrates the value of cross-cultural dialogue, advancing the field of virtue epistemology and paving the way for further engagement between philosophical traditions. (shrink)

This is the first book to explore the connections and interactions between social epistemology and epistemic relativism. The essays in the volume are organized around three distinct philosophical approaches to this topic: 1) foundational questions concerning deep disagreement, the variability of epistemic norms, and the relationship between relativism and reliabilism; 2) the role of relativistic themes in feminist social epistemology; and 3) the relationship between the sociology of knowledge, philosophy of science, and social epistemology. Recent trends (...) in social epistemology seek to rectify earlier work that conceptualized cognitive achievements primarily on the level of isolated individuals. Relativism insists that epistemic judgements or beliefs are justified or unjustified only relative to systems of standards-there is not neutral way of adjudicating between them. By bringing together these two strands of epistemology, this volume offers unique perspectives on a number of central epistemological questions. Social Epistemology and Relativism will be of interest to researchers working in epistemology, feminist philosophy, and the sociology of knowledge. (shrink)

This book shows that classic Chinese philosophy is as rational as Western approaches dealing with the problems of logic, epistemology, language analysis, and linguistic topics from a philosophical point of view. It presents detailed analyses of rational and methodological features in Confucianism, Taoist philosophy, and the School of Names as well as Mohist approaches in classical Chinese philosophy, especially in regard to ideas of valid knowledge. The authors also provide new arguments against cultural relativism and antirational (...) movements like religious fundamentalism that do not pay due attention to what all human beings have in common-- to cultural universals. (shrink)

In this article, I summarize recent work on the philosophy of liturgy. In part 2 of this article, I consider how liturgy can provide a way of knowing God personally. I outline accounts of acquiring phenomenal knowledge, practical knowledge, and propositional knowledge by participating in liturgy.

This course is an introduction to contemporary work in epistemology -- roughly, the theory of knowledge -- and metaphysics -- roughly, the theory of what there is in the world. As such, the course will be devoted to fundamental questions about the world and our knowledge of it. What is matter? How is a priori knowledge possible? What does it mean for evidence to confirm a theory? In addressing these topics, we'll also discuss classic paradoxes involving truth, vagueness, space-time, (...) and contradiction. (shrink)

This is a course in recent and contemporary approaches to the theory of knowledge. We'll be looking at some of the major debates in epistemology, including those over the structure of knowledge, the proper analysis of knowledge, justification, and related notions, as well as some meta-epistemological issues that have arisen in recent discussions of so-called naturalized epistemology. The course will not presuppose any exposure to the relevant literatures, and will be a broad overview of some of the going (...) accounts and controversies. (shrink)

This book focuses on African metaphysics and epistemology, and is an exercise in decoloniality. The authors describe their approach to "decoloniality" as an intellectual repudiation of coloniality, using the method of conversational thinking grounded in Ezumezu logic. Focusing specifically on both African metaphysics and African epistemology, the authors put forward theories formulated to stimulate fresh debates and extend the frontiers of learning in the field. They emphasize that this book is not a project in comparative philosophy, nor (...) is it geared towards making Africa/ns the object/subjects of philosophy. Rather, the book highlights and discusses philosophical insights that have been produced from the African perspective, which the authors argue must be further developed in order to achieve decoloniality in the field of philosophy more broadly. (shrink)

Together with its introduction, Language, Mind and Epistemology examines Davidson's unified stance towards philosophy by joining American and European authors ...

Besides the general agreement about the human capability of reflection, there is a large area of disagreement and debate about the nature and value of “reflective scrutiny” and the role of “second-order states” in everyday life. This problem has been discussed in a vast and heterogeneous literature about topics such as epistemic injustice, epistemic norms, agency, understanding, meta-cognition etc. However, there is not yet any extensive and interdisciplinary work, specifically focused on the topic of the epistemic value of reflection. This (...) volume is one of the first attempts aimed at providing an innovative contribution, an exchange between philosophy, epistemology and psychology about the place and value of reflection in everyday life. -/- Our goal in the next sections is not to offer an exhaustive overview of recent work on epistemic reflection, nor to mimic all of the contributions made by the chapters in this volume. We will try to highlight some topics that have motivated a new resumption of this field and, with that, drawing on chapters from this volume where relevant. -/- Two elements defined the scope and content of this volume, on the one hand, the crucial contribution of Ernest Sosa, whose works provide original and thought-provoking contributions to contemporary epistemology in setting a new direction for old dilemmas about the nature and value of knowledge, giving a central place to reflection. On the other hand, the recent developments of cultural psychology, in the version of the “Aalborg approach”, reconsider the object and scope of psychological sciences, stressing that “[h]uman conduct is purposeful”. (shrink)

In his 1983 article, Paul A. Roth defends the Quinean project of naturalized epistemology from the criticism presented in my 1980 article. In this note I would like to respond to Roth's effort. I will argue that, while helpful in advancing and clarifying the issues, Roth's defense of naturalized epistemology does not succeed. The primary topic to be clarified is Quine's "no first philosophy" doctrine; but I will address myself to other points as well.

Since the famous passage in which Socrates (Plato 38a5-6) says that the unexamined, and therefore non-reflected, life is not worth living, “reflection” has been a diffuse and iterant term in ethics, moral philosophy, epistemology, political philosophy (Tiberius 2008; Skorupski 2010), but also in psychology (Marsico, Andrisano Ruggieri & Salvatore 2015). This chapter outlines the discussion of reflection and presents the book "Thinking about Onself", a volume that opens a new perspective on the topic of reflection, considering the (...) most recent approaches in both philosophy (namely in epistemology ) and cultural psychology. (shrink)

Introduction to Philosophy: Epistemology engages first-time philosophy readers on a guided tour through the core concepts, questions, methods, arguments, and theories of epistemology—the branch of philosophy devoted to the study of knowledge. After a brief overview of the field, the book progresses systematically while placing central ideas and thinkers in historical and contemporary context. The chapters cover the analysis of knowledge, the nature of epistemic justification, rationalism vs. empiricism, skepticism, the value of knowledge, the ethics (...) of belief, Bayesian epistemology, social epistemology, and feminist epistemologies. Along the way, instructors and students will encounter a wealth of additional resources and tools: chapter learning outcomes, key terms, images of philosophers and related art, useful diagrams and tables, boxes containing excerpts and other supplementary material, questions for reflection, suggestions for further reading, and a glossary. For an undergraduate survey epistemology course, Introduction to Philosophy: Epistemology is ideal when used as a main text paired with primary sources and scholarly articles. For an introductory philosophy course, select book chapters are best used in combination with chapters from other books in the Introduction to Philosophy open textbook series (edited by Christina Hendricks). (shrink)

The paper begins with a clarification of the notions of intuition (and, in particular, modal intuition), modal error, conceivability, metaphysical possibility, and epistemic possibility. It is argued that two-dimensionalism is the wrong framework for modal epistemology and that a certain nonreductionist approach to the theory of concepts and propositions is required instead. Finally, there is an examination of moderate rationalism’s impact on modal arguments in the philosophy of mind -- for example, Yablo’s disembodiment argument and Chalmers’s zombie argument. (...) A less vulnerable style of modal argument is defended, which nevertheless wins the same anti-materialist conclusions sought by these other arguments. (shrink)

In this article I attempt to present an explanation that integrates the five features needed for the cognitive (knowledge‐yielding) linking of philosophy and literature. These features are, first, explaining how a literary work can support a general claim. Second, explaining what is uniquely gained through concentrating on such support patterns as they appear in aesthetic contexts in particular. Third, explaining how features of aesthetic response are connected with knowledge. Four, maintaining a distinction between manipulation and adequate persuasion. Five, achieving (...) all this without invoking what David Novitz has called “a shamelessly functional and didactic view of literature.”. (shrink)

At the University of Sheffield during 2011 and 2012, a leading group of philosophers, psychologists, and others gathered to explore the nature and significance of implicit bias. The two volumes of Implicit Bias and Philosophy emerge from these workshops. Each volume philosophically examines core areas of psychological research on implicit bias as well as the ramifications of implicit bias for core areas of philosophy. Volume I: Metaphysics and Epistemology is comprised of two parts: “The Nature of Implicit (...) Attitudes, Implicit Bias, and Stereotype Threat,” and “Skepticism, Social Knowledge, and Rationality.” The first part contains chapters examining the relationship between implicit attitudes and “dual process” models of the mind; the role of affect in the formation and change of implicit associations; the unity (or disunity) of implicit attitudes; whether implicit biases are mental states at all; and whether performances on stereotype-relevant tasks are automatic and unconscious or intentional and strategic. The second part contains chapters examining implicit bias and skepticism; the effects of implicit bias on scientific research; the accessibility of social stereotypes in epistemic environments; the effects of implicit bias on the self-perception of members of stigmatized social groups as rational agents; the role of gender stereotypes in philosophy; and the role of heuristics in biased reasoning. (shrink)