This chapter contains sections titled: Why Talk About Open‐Mindedness? Desiderata for an Account of Open‐Mindedness Accounts of Open‐Mindedness The Puzzles The Open‐Minded Agent A Final Reckoning Conclusion References.

Open-mindedness is widely valued as an important intellectual virtue. Definitional debates about open-mindedness have focused on whether open-minded believers must possess a particular first-order attitude toward their beliefs or a second-order attitude toward themselves as believers, taking it for granted that open-mindedness is motivated by the pursuit of propositional knowledge. In this article, Rebecca Taylor develops an alternative to knowledge-centered accounts of open-mindedness. Drawing on recent work in epistemology that reclaims understanding as a primary epistemic good, Taylor (...) argues for an expanded account of open-mindedness as an intellectual virtue motivated by the pursuit of both knowledge and understanding. Incorporating understanding allows for a more robust account of open-mindedness that better accommodates common usage, avoids common criticisms, and better explains the widespread acceptance of open-mindedness as an important intellectual virtue. Taylor also identifies the connections between open-mindedness and several other intellectual virtues, including intellectual humility, intellectual courage, and intellectual diligence. (shrink)

Epistemologists have long worried that the willingness of open-minded people to reconsider their beliefs in light of new evidence is both a condition of improving their beliefs and a risk factor for losing their grip on what they already know. In this paper I introduce and attempt to resolve a moral variation of this puzzle: A willingness to engage people having strange or (to us) repugnant moral ideals looks like a condition of broadening our moral horizons, but (...) also a risk factor for doing the wrong thing or becoming bad. I pursue a contractualist line according to which such hazardous engagement is a virtue only when it matters to our interlocutors whether they can justify themselves to us on terms we can accept—and for our sake or for the sake of their own virtue, not instrumentally or to get something out of us. When it does not so matter, openness can be unintelligent or gullible, i.e. not virtuous. (shrink)

In Zhuangzi’s philosophy, the intellectual virtues of humility and open-mindedness are best understood in the context of his epistemic perspectivism. The method, which urges knowers to pursue various and diverse points of view and incorporate them into a broad perspective, is justified by a second-order realization that all perspectives are partial and limited. This in turn urges a meta-virtue of humility, defined as a disposition in which knowers become aware of their epistemic limitations. Humility, consequently, encourages the (...) virtue of open-mindedness, defined as the willingness and ability to surpass existing personal perspectives. Zhuangzi endorses the method and its attendant virtues to achieve what he calls great knowing. I propose that we gain a clearer sense of the role of humility and open-mindedness by also considering Zhuangzi’s treatment of the vices, which are addressed with as much frequency as the virtues. Zhuangzi’s treatment of arrogance and closed-mindedness reveals how humility and open-mindedness operate as corrective virtues, in the sense that they compensate for evident and familiar deficiencies in the epistemic practices of knowers in Zhuangzi’s time. Humility and open-mindedness enable knowers to acquire new points of view that reliably produce knowledge. (shrink)

This paper proposes to examine Daniel Cohen’s recent attempt to apply virtues to argumentation theory, with special attention given to his explication of how open-mindedness can be regarded as an argumentational or critical virtue. It is argued that his analysis involves a contentious claim about open-mindedness as an epistemic virtue, which generates a tension for agents who are simultaneously both an arguer and a knower (or who strive to be both). I contend that this tension can be (...) eased or resolved by clarifying the nature of open-mindedness and by construing open-mindedness in terms of its function. Specifically, a willingness to take a novel viewpoint seriously is sufficient for making open-mindedness both an epistemic and a critical virtue. (shrink)

This paper introduces the notion of open‐mindedness before proceeding to outline its value to the practical activity of nursing. An argument is constructed to point to the desirability of the development of a virtue of open‐mindedness in nurses in order to complement evidence‐based practice. Attention is drawn to two failures of open‐mindedness (the vices of closed‐mindedness and credulousness), which have the potential both to restrict autonomous practice and to cause harm.

Abstract: Open-mindedness is typically at the top of any list of the intellectual or "epistemic" virtues. Yet, providing an account that simultaneously explains why open-mindedness is an epistemically valuable trait to have and how such a trait is compatible with full-blooded belief turns out to be a challenge. Building on the work of William Hare and Jonathan Adler, I defend a view of open-mindedness that meets this challenge. On this view, open-mindedness is primarily an attitude toward oneself as (...) a believer, rather than toward any particular belief. To be open-minded is to be aware of one's fallibility as a believer, and to acknowledge the possibility that anytime one believes something, one could be wrong. In order to see that such an attitude is epistemically valuable even to an already virtuous agent, some details of the skills and habits of the open-minded agent are elucidated. (shrink)

Is open-mindedness a moral virtue? Surprisingly, this question has not received much attention from philosophers. In this paper, we fill this lacuna by arguing that there are good grounds for thinking that it is. In particular, we show that the extant account of open-mindedness as a moral virtue faces an objection that appears to show that exercising the character trait may not be virtuous. To offset this objection, we argue that a much stronger argument can be made for (...) the case that open-mindedness is a moral virtue by appealing to the notion of moral understanding. Specifically, we provide a new rationale as to why we should exercise open-mindedness and offer several arguments to allay the concern that doing so can at times cause us to be in an epistemically and morally weaker position. (shrink)

This paper argues that open-mindedness is a corrective virtue. It serves as a corrective to the epistemic vice of confirmation bias. Specifically, open-mindedness is the epistemically virtuous disposition to resist the negative effects of confirmation bias on our ability to reason well and to evaluate evidence and arguments. As part of the defense and presentation of our account, we explore four discussions of open-mindedness in the recent literature. All four approaches have strengths and shed light on (...) aspects of the virtue of open-mindedness. Each mentions various symptoms of confirmation bias and some explore aspects of the corrective role of open-mindedness. However, ours is the first to explicitly identify open-mindedness as a corrective virtue to the specific epistemic vice of confirmation bias. We show how the corrective account also permits a response to the concern that open-mindedness might not actually count as a virtue. (shrink)

In this paper, I argue that recent discussions of culprit-based epistemic injustices can be framed around the intellectual character virtue of open-mindedness. In particular, these injustices occur because the people who commit them are closed-minded in some respect; the injustices can therefore be remedied through the cultivation of the virtue of open-mindedness. Describing epistemic injustices this way has two explanatory benefits: it yields a more parsimonious account of the phenomenon of epistemic injustice and it provides (...) the underpinning of a virtue-theoretical structure by which to explain what it is that perpetrators are culpable for and how virtues can have normative explanatory power. (shrink)

Open-mindedness is widely regarded as an epistemic virtue and, more recently, a moral one: its exercise is supposed to be conducive not only to the acquisition of epistemic goods such as truth, knowledge, and understanding, but also to the development of moral goods such as the promotion of social cohesion and the fostering of people’s respect and care for one another. This glossy view of open-mindedness, however, has come under challenge. Critics have argued that adopting a (...) default stance of openness can be detrimental to our epistemic and moral selves, especially in today’s world where fake news, attacks on the idea of truth, and blatant lies abound. The articles in this symposium by Howard Curzer and Jessica Gottlieb and by Matt Ferkany represent some of these challenges. Concerned with the question of when it is safe to exercise open-mindedness, both seek to identify the potential hazards that may arise as a result being open-minded and to propose ways to curtail those hazards. In this paper, I will assess each of their arguments in turn. (shrink)

Through a qualitative approach, this study identified a specific subgroup of intellectual virtues necessary for developing interdisciplinary research. Cognitive science was initially conceived as a new discipline emerging from various fields, including philosophy, psychology, artificial intelligence, linguistics, and anthropology. Thus, a frequent debate among cognitive scientists is whether the initial multidisciplinary program successfully developed into a mature interdisciplinary field or evolved into a set of independent sciences of cognition. For several years, interdisciplinarity has been an aspiration for the academy, although (...) the difficulties limiting the success of interdisciplinary collaborations have begun to erode that initial optimism. Our analysis suggests that the problems hindering the success of interdisciplinarity can be overcome by fostering certain intellectual character strengths in scholars. The Consensual Qualitative Research method was used to analyze nine semi-structured interviews involving researchers with a long personal trajectory of interdisciplinary research between the sciences and the humanities. Three virtue domains emerged from the interviews’ analysis: (i) intellectual virtues, (ii) social virtues, and (iii) interpersonal intellectual virtues. The virtues of the third domain intersect with intellectual and social ones. They are intellectual because they pursue epistemic goods. But, unlike other intellectual virtues, they only develop in interpersonal settings, so they can also be considered to have a social component. Interpersonal intellectual virtues can be thus defined as intellectual character traits that facilitate the acquisition of knowledge (intellectual motivation) with and through other people in a reciprocal way (social environment). These virtues are essential for developing any successful collective epistemic enterprise, interdisciplinary research being a privileged context where these qualities manifest themselves in a relevant way. (shrink)

__Deep in Thought_ provides an introduction to intellectual virtues—the personal qualities and character strengths of good thinkers and learners—and outlines a pragmatic approach for teachers to reinforce them in the classroom._ With a combination of theoretical expertise and practical experience, philosopher Jason Baehr endorses intellectual virtues as a rich, meaningful way to think about and understand the purpose of education. He makes a persuasive case for prioritizing intellectual virtues in the classroom to facilitate deeper learning, encourage lifelong learning, and enrich (...) teacher practice. Baehr profiles nine key virtues that enable learners to initiate the process of learning, maintain forward momentum, and overcome common obstacles. With engaging anecdotes and concrete examples, he presents a wealth of principles, postures, and practices that educators can employ in promoting essential habits of mind such as curiosity, open-mindedness, and intellectual courage. Baehr illustrates how opportunities to practice these intellectual habits can be integrated into the classroom in ways that align with current teaching practices. In addition, he shows how educators can adapt these practices to accommodate students’ identities, developmental abilities, and interests. This thought-provoking book supports all educators, especially middle and high school teachers, in teaching for intellectual virtues. _Deep in Thought_ is a philosophical and yet practical guide to one of the most important aims of education: helping students become skilled thinkers and learners. (shrink)

To be open-minded is to be willing to revise or entertain doubts about one’s beliefs. Commonly regarded as an intellectual virtue, and often too as a moral virtue, open-mindedness is a trait that is generally desirable for a person to have. However, in the major theistic traditions, absolute commitment to one’s religious beliefs is regarded as virtuous or ideal. But one cannot be completely resolved about an issue and at the same time be open to revising one’s (...) beliefs about it. It appears, then, that religious devotion is inconsistent with open-mindedness. The more religiously devout a person is, the more firmly she will hold to her convictions. And the stronger her belief commitments, the less open-minded she will be regarding these beliefs. So there appears to be a paradox here, where from the standpoint of religious devotion, it is virtuous to display an intellectual vice, namely closed-mindedness. I discuss this problem and explore some potential routes of escape from the paradox. (shrink)

Open-mindedness appears as a potential intellectual virtue from the beginning of the rise of the literature on intellectual virtues. It often takes up a special role, sometimes thought of as a meta-virtue rather than a first-order virtue: as an ingredient that makes other virtues virtuous. Jason Baehr has attempted to give a unified account of open-mindedness as an intellectual virtue. He argues that the conceptual core of open-mindedness lies in the fact that a person departs, moves (...) beyond, or transcends a certain default cognitive standpoint. Two of his main aims are to show that (1) one does not need to assume a doxastic conflict or disagreement to be at the heart of open-mindedness—that is, there are also instances where the virtue of open-mindedness is needed when there is no opposing view to be considered—and (2) that not all forms of open-mindedness include rational assessment—that is, sometimes being open-minded is not about weighing evidence for and against a claim. So, his main aim is to show that there are various situations that afford open-mindedness, in each of which a slightly different kind of open-mindedness is called for. To unify all these different kinds of open-mindedness is then the goal of his work. He arrives at the following definition of open-mindedness (OM): an open-minded person is characteristically (a) willing and (within limits) able (b) to transcend a default cognitive standpoint (c) in order to take up or take seriously the merits of (d) a distinct cognitive standpoint. In this article, I take seriously Baehr’s suggestion of how to understand open-mindedness as an intellectual virtue and argue that the crux lies in formulating how we can be able to transcend a default cognitive standpoint. This is not as obvious as it has been taken to be in the literature on open-mindedness. Biases, overconfidence, and wishful thinking are difficult exactly because we don’t know that we are engaging in them. That is, they are systematically hidden from our consciousness, otherwise they would not be a bias, overconfidence, or wishful thinking. Hence, the crux of making open-mindedness open-minded is to see how it is possible to make something of one’s own mind visible that is systematically hidden from oneself. I argue that this problem can be solved by looking at research on attention. I base my considerations in this article on Sebastian Watzl’s account of attention, which essentially holds that paying attention is an activity of foregrounding and backgrounding mental contents. That is, attention is the activity of structuring mental contents into a priority structure of foreground and background. If I pay attention to the scene in front of me, I foreground the black letters on my screen, and I background the coffee cup next to them. In this way, I create a priority structure between the letters (as they appear to me) and the coffee cup (as it appears to me). I argue that what allows us to make something of our own mind visible that is systematically hidden from us is a special way of paying attention, hence a special way of foregrounding and backgrounding the involved mental contents. That is, the crux of what enables us to transcend a default cognitive standpoint, the conceptual core of open-mindedness, is a special kind of attention, which I will call ‘open-minded attention’ (OMA). The claim of this article is not that open-minded attention fully describes the virtue of open-mindedness (OMA is not sufficient for open-mindedness). Rather, what I try to show is that in all cases of open-mindedness it turns out that open-minded attention is the necessary component that ensures that we can indeed get rid of prior biases, that is, transcend also those implicit beliefs and expectations that are systematically hidden from us (OMA is necessary for open-mindedness). (shrink)

This guide accompanies the following article: Nikolaj Nottelmann, ‘Belief‐Desire Explanation’. Philosophy Compass Vol/Iss : 1–10. doi: 10.1111/j.1747‐9991.2011.00446.xAuthor’s Introduction“Belief‐desire explanation” is short‐hand for a type of action explanation that appeals to a set of the agent’s mental states consisting of 1. Her desire to ψ and 2. Her belief that, were she to φ, she would promote her ψ‐ing. Here, to ψ could be to eat an ice cream, and to φ could be to walk to the ice cream vendor. Adherents (...) of belief‐desire explanation, often labelled “Humeans”, standardly assume that appeals to such belief‐desire pairs sufficiently explain many human and animal actions, and also that all actions are explainable thus, at least in so far as they are guided by the agent’s intentions. Humeans take their lead from David Hume’s famous dictum that “Reason...is only to be the slave of the passions, and can never pretend to any other office than to serve and obey them.” In its original context, this passage from the Treatise is naturally taken to convey the thesis that mental states subservient to epistemic rationality – such as beliefs – are never in themselves sufficient to motivate action. Thus, an appeal to an agent’s beliefs is never in itself sufficient to lay bare her motivations and explain her actions, but must be supplemented by an appeal to “passions” such as desires. Many philosophers, so‐called Anti‐Humeans, have sharply disagreed. Some have pointed to certain beliefs with alleged motivational force in isolation from desires, most commonly evaluative beliefs. Others have argued that belief‐desire psychology fails to cut up mental space in a way fruitful to action explanation. Instead, only appeals to other types of mental state will adequately explain many types of intentional action. The debate for and against Humeanism is a highly complex one, which is likely to persist along with any general interest in the theory of action explanation.Author RecommendsHume, David. A Treatise of Human Nature. 2nd ed. Edited and with an Analytical Index, by L. A. Selby‐Bigge. Oxford: Oxford University Press, 1978.Part III. Sect. III. of the Treatise is the classical source of the Humean view. Any in‐depth understanding of contemporary Humeanism must take it as its starting point.Stroud, Barry. Hume. London: Routledge, 1977.This is an excellent introductory text. Chap. VII treats on Humeanism and the key part of the Treatise listed above.Smith, Michael. ‘The Humean Theory of Motivation.’Mind 96.381 : 36–61.This is an authoritative modern account of Humeanism. Even if a bit imprecise in some regards, the text is lucidly written and nicely captures the structure of the debate over Humeanism.Schaefer‐Landau, Russ. Moral Realism. A Defence. Oxford: Clarendon Press, 2003.Chapt. 5 contains another fine, more recent, introduction to Humeanism and the typical arguments for and against it. This introduction is particularly recommendable in virtue of its clarity and comprehensiveness.Ratcliffe, Matthew. Rethinking Commonsense Psychology. A Critique of Folk Psychology, Theory of Mind and Simulation. New York: Palgrave Macmillan, 2007.This monograph treats on a very wide number of subjects pertaining to action explanation and harbours many highly controversial theses. Still, it is a refreshing eye‐opener re the immense complexity of the topic of action explanation and the great variety of such explanations in our folk practices. On my view Ratcliffe makes plausible the view that neither our folk practices nor our scientific practices single out a unique model of action explanation as the only appropriate one. Rather our practices of action explanation constitute a rather motley family. The consequence of this to the debates over Humeanism is obvious: The combatants must get clear on the exact models of action explanation within which they discuss the place of belief‐desire references instead of pretending to fight over action explanation in general.Gendler, Tamar Szabó. ‘Alief and Belief.’Journal of Philosophy 105 : 634–63.This paper, together with Gendler’s contemporary sister paper ‘Alief in Action ’, is an engaging proponent of the view that belief‐desire psychology and its associated practice of Human action explanations gets psychological reality radically wrong. Gendler presents a number of cases where, allegedly, relevant human actions are only explicable by appeal to a type of mental state, which Gendler dubs “alief”. Aliefs are neither beliefs nor desires; but share certain characteristics with both.Online MaterialsSample SyllabusWeek I: David Hume’s viewHume, Treatise, Part III. Sect III.Stroud: Hume, Chapt. VII.Week II: Modern HumeanismSmith, ‘The Humean Theory of Motivation’.Nottelmann, ‘Belief‐Desire Explanation’.Week III: Modern Humeanism continued: The Dialectics of the DebateSchaefer‐Landau, ‘Motivational Humeanism’.Week IV: Intention, Agency and CausationDavidson, Donald. ‘Actions, Reasons, and Causes’ & ‘Freedom to Act’, both in: Essays on Actions and Events. Oxford: Clarendon Press, 1980.Week V: Modern Anti‐Humeanism, The Neo‐Kantian VersionScanlon, T. M. What we Owe to Each Other. Cambridge, MA: The Belknap Press, 1998, Chapt. 1. ‘Reasons’.Week VI: Modern Anti‐Humeanism, The Cognitive Science VersionGendler, Tamar Szabó. ‘Alief and Belief’, supplemented with excerpts of her ‘Alief in Action ’. Mind and Language 23.5 : 552–85.Focus Questions1 Which kinds of explanation do belief‐desire explanations belong to?2 In so far as belief‐desire explanations provide causal explanation of action, how are we to understand the causal nexus between belief‐desire pairs and successful agency?3 How are we to understand the notions of belief and desire as appealed to in belief‐desire explanations? Are they even conceptually distinct from the concept of a belief‐desire explanation of human action?4 May evaluative judgments such as moral judgments motivate and/or rationalize action in isolation from accompanying distinct co‐native states of the agent?5 Are certain types of intentional action better explained with sole reference to mental states different from belief as well as desire? (shrink)

Virtue ethics is now well established as a substantive, independent normative theory. It was not always so. The revival of virtue ethics was initially spurred by influential criticisms of other normative theories, especially those made by Elizabeth Anscombe, Philippa Foot, John McDowell, Alasdair MacIntyre, and Bernard Williams. 1 Because of this heritage, virtue ethics is often associated with anti-theory movements in ethics and more recently, moral particularism. There are, however, quite a few different approaches to ethics that (...) can reasonably claim to be versions of virtue ethics. The predominant strand of virtue ethics is broadly Aristotelian, although some accounts bear little resemblance to Aristotle's. In its most general form, virtue ethics is compatible with a wide range of meta-ethical and normative commitments. This diversity makes it difficult to compare virtue ethics as such with other normative theories. It can also be a challenge to see just what the various versions of virtue ethics have in common with each other. Three major types of virtue ethics are represented in the books by Rosalind Hursthouse, Michael Slote, and Christine Swanton, recommended in the following section. Each of these book sets forward a considerably self-standing form of virtue ethics. The authors differ on central issues such as the relationship between virtue and flourishing and the link between virtuous agents and right or virtuous actions. Unlike Swanton and Slote, Hursthouse defends a version of ethical naturalism that has affinities with theories recently defended by Philippa Foot and Alasdair MacIntyre. 2 Slote's theory is agent-based, meaning that his account derives judgments about the moral status of actions from moral features of agents. Hursthouse and Swanton defend theories according to which the moral status of an action depends on its broader relationship to human flourishing (Hursthouse) or whether it hits the target of a virtue (Swanton). Although these three books presently form the core of contemporary virtue ethics, there are other approaches that might reasonably be described as versions of virtue ethics, such as those presented by Julia Driver, Linda Zagzebski, and Robert Adams. 3 There are also, of course, a large number of articles in which authors defend or criticize tenets that are central to most versions of virtue ethics. Some recent articles on especially important topics are listed in the following section. Current 'hot topics' in virtue ethics include whether its account of right action is adequate and whether virtue ethics is at odds with empirical psychology. Articles on these debates and others are listed in the following section. Author Recommends: Books These three books are foundational works in contemporary virtue ethics, and represent quite different approaches to virtue ethics. For each book, I have also listed an article by the same author in which he or she articulates some similar themes. Those pressed for time or space on a syllabus might start by examining those articles. 1. Hursthouse, Rosalind. On Virtue Ethics. Oxford: Oxford University Press, 1999. Hursthouse defends a eudaimonistic version of virtue ethics with Aristotelian affinities. *See also Hursthouse, Rosalind. 'Normative Virtue Ethics.' How Should One Live? Ed. Roger Crisp. Oxford: Clarendon Press, 1996. 19–36. 2. Slote, Michael. Morals from Motives. Oxford: Oxford University Press, 2001. Slote defends a version of virtue ethics based on evaluations of motives, drawing on historical figures like Martineau, Hutcheson, and Hume. Note that this book represents a fairly significant departure from his first book in virtue ethics, From Morality to Virtue (New York: Oxford, 1992). *See also Slote, Michael. 'Agent-Based Virtue Ethics.' Virtue Ethics . Ed. Roger Crisp and Michael Slote. Oxford: Oxford University Press, 1997. 3. Swanton, Christine. Virtue Ethics: A Pluralistic View. Oxford: Oxford University Press, 2003. Swanton defends a pluralistic, non-eudaimonistic version of virtue ethics that draws on influences ranging from Aristotle to Nietzsche to contemporary psychoanalytic theory. *See also Swanton, Christine. 'A Virtue Ethical Account of Right Action.' Ethics 112 (2001): 32–52. Articles The following is a selection of articles that address some of the central and controversial topics within virtue ethics. 1. Annas, Julia. 'Being Virtuous and Doing the Right Thing.' Proceedings and Addresses of the American Philosophical Association 78.2 (2004): 61–75. This article addresses the problem of action guidance and the role that an account of right action should play in virtue ethics. 2. Conly, Sarah. 'Flourishing and the Failure of the Ethics of Virtue.' Midwest Studies in Philosophy Vol. XIII, Ethical Theory: Character and Virtue . Eds. P. French et al. South Bend: University of Notre Dame Press, 1988. 83–96. This article articulates the central problems faced by versions of virtue ethics that rely on a conception of human flourishing. 3. Das, Ramon. 'Virtue Ethics and Right Action.' Australasian Journal of Philosophy 81 (2003): 324–39. This article raises objections about insularity and circularity to accounts of right action presented by Hursthouse, Slote, and Swanton. 4. Doris, John M. 'Persons, Situations, and Virtue Ethics.' Nous 32 (1998): 504–30. This article argues that situationist psychology undermines the concept of a character trait on which virtue ethicists rely. An expanded version of this criticism can be found in Doris, Lack of Character, Cambridge: Cambridge University Press, 2002. 5. Hursthouse, Rosalind. 'Virtue Theory and Abortion.' Philosophy and Public Affairs 20.3 (1991): 223–46. This article argues that virtue ethics is capable of providing action guidance in the difficult problem of abortion. 6. Johnson, Robert N. 'Virtue and Right.' Ethics 113 (2003): 810–34. This article raises several objections against the accounts of right action in virtue ethics, one of which is that they cannot make sense of the rightness of self-improving actions. The criticism is directly primarily at Hursthouse's theory, but Swanton and Slote are discussed as well. 7. Kamtekar, Rachana. 'Situationism and Virtue Ethics on the Content of Our Character.' Ethics 114 (2004): 458–91. This article argues that situationist critiques of virtue ethics rely on a mistaken understanding of virtuous character. 8. Kawall, Jason. 'Virtue Theory and Ideal Observers.' Philosophical Studies 109 (2002): 197– 222. This article argues for an ideal observer-style account of right action in virtue ethics. 9. Nussbaum, Martha. 'Non-Relative Virtues: An Aristotelian Approach.' Midwest Studies in Philosophy, Vol. XIII, Ethical Theory: Character and Virtue . Ed. P. French et al. South Bend: University of Notre Dame Press, 1988. 32–53. This article presents a view of the virtues on which the virtues are excellences in spheres of activity. Although the spheres are common to all humans, the manifestation of excellence in a given sphere is subject to cultural variation. 10. Sreenivasan, Gopal. 'Errors about Errors: Virtue Theory and Trait Attribution.' Mind 111 (2002): 47–68. This article addresses the situationist critique of character traits by arguing that virtue ethics does not depend on the concept of a character trait as Doris and others understand it. 11. Stangl, Rebecca. 'A Dilemma for Particularist Virtue Ethics.' Philosophical Quarterly 58 (2008): 665–78. This article addresses the relationship between virtue ethics and radical moral particularism, arguing that the latter may have undesirable consequences for virtue ethicists unless they accept the unity of the virtues. 12. Stohr, Karen. 'Contemporary Virtue Ethics.' Philosophy Compass 1.1 (January 2006): 22–7. This article provides an overview and analysis of contemporary virtue ethics. It includes discussion of main problems and challenges for the future. 13. Stohr, Karen. 'Moral Cacophony: When Continence is a Virtue.' Journal of Ethics 7 (2003): 339–63. This article raises problems for the commonly accepted distinction between virtue and continence, arguing that the mixed emotions normally associated with continence are sometimes characteristic of virtue instead. 14. van Zyl, Liezl. 'Agent-Based Virtue Ethics and the Problem of Action Guidance.' Journal of Moral Philosophy 6 (2009): 50–69. This article defends agent-based virtue ethics against objections that it cannot distinguish agent-appraisal from act-appraisal and that it cannot provide adequate action guidance. Anthologies 1. Crisp, Roger, ed. How Should One Live? Essays on the Virtues. Oxford: Clarendon Press, 1996. This is one of the first virtue ethics anthologies published, and so reflects a correspondingly earlier picture of the field. The essays, however, are important and interesting in their own right, and cover a broad array of topics. 2. Crisp, Roger and Michael Slote, eds. Virtue Ethics . Oxford: Oxford University Press, 1997. This anthology was published over a decade ago and does not capture recent developments in the field. It is, however, an admirably thorough collection of the most influential essays from the early days of virtue ethics, both promoting and criticizing it. 3. Darwall, Stephen, ed. Virtue Ethics. Oxford: Blackwell, 2003. This anthology is distinctive in that it includes material from Aristotle, Hutcheson, and Hume, along with some central contemporary sources. 4. Walker, Rebecca L. and Philip J. Ivanhoe, eds. Working Virtue. Oxford: Oxford University Press, 2007. This recent anthology focuses on applied virtue ethics and has an excellent selection of essays by influential thinkers on topics including the environment, business, medicine, war, and poverty. Online Sources 'Virtue Ethics', Stanford Encyclopedia of Philosophy. http://plato.stanford.edu/entries/ethics-virtue/ Entry written by Rosalind Hursthouse and updated in 2007. 'Bibliography on Virtue Ethics', maintained by Jörg Schroth. http://www.ethikseite.de/bib/cvirtue.pdf Extensive list of work published in virtue ethics. Updated regularly, listed in both alphabetical and chronological order, and contains abstracts of papers. 'Janusblog', maintained by Guy Axtell. http://janusblog.squarespace.com/ Blog devoted to current work in virtue ethics and virtue epistemology, although with an emphasis on the latter. It contains spirited discussion among the many contributors, as well as a library of papers. Sample Syllabus This syllabus is for a graduate seminar or intense upper-level undergraduate course. Books for purchase for this course might include the Crisp and Slote anthology, the Walker and Ivanhoe anthology, and Hursthouse's On Virtue Ethics. Week 1: The Roots of Contemporary Virtue Ethics Anscombe, Elizabeth. 'Modern Moral Philosophy' (Crisp and Slote) Foot, Philippa. 'Virtues and Vices' (Crisp and Slote) MacIntyre, Alasdair. 'The Nature of the Virtues' (Crisp and Slote) Week 2: The Roots of Contemporary Virtue Ethics Stocker, Michael. 'The Schizophrenia of Modern Ethical Theories' (Crisp and Slote) Williams, Bernard. 'Morality, the Peculiar Institution' (Crisp and Slote) McDowell, John. 'Virtue and Reason' (Crisp and Slote) Week 3: Aristotelian Virtue Ethics Hursthouse, Rosalind. On Virtue Ethics, Part I Hursthouse, Rosalind. 'Practical Wisdom: A Mundane Account.' Proceedings of the Aristotelian Society 106.3 (2006): 283–307. Stangl, Rebecca. 'A Dilemma for Particularist Virtue Ethics' Week 4: Aristotelian Virtue Ethics Hursthouse, Rosalind. On Virtue Ethics, Part II Stark, Susan. 'Virtue and Emotion.' Nous 33.5 (2001): 440–55. Stohr, Karen. 'Moral Cacophony: When Continence is a Virtue' Week 5: Aristotelian Virtue Ethics Hursthouse, Rosalind. On Virtue Ethics, Part III Conly, Sarah. 'Flourishing and the Failure of an Ethics of Virtue' Nussbaum, Martha. 'Non-Relative Virtues: An Aristotelian Approach' MacIntyre, Alasdair. Dependent Rational Animals, chapter 10 Week 6: Agent-Based Virtue Ethics Slote, Michael 'Agent-Based Virtue Ethics' (Crisp and Slote) Slote, Michael, Morals from Motives, chapters 1 and 3 Week 7: Pluralistic Virtue Ethics Swanton, Christine. Virtue Ethics: A Pluralistic View , chapters 3, 4, and 11. Week 8: The Situationist Critique of Virtue Ethics Doris, John. 'Persons, Situations, and Virtue Ethics' Kamtekar, Rachana. 'Situationism and Virtue Ethics on the Content of Our Character' Sreenivasan, Gopal. 'Errors about Errors: Virtue Theory and Trait Attribution' Merritt, Maria. 'Aristotelian Virtue and the Interpersonal Aspect of Ethical Character.' Journal of Moral Philosophy 6 (2009): 23–49. Week 11: Right Action – Problems Johnson, Robert. 'Virtue and Right' Das, Ramon. 'Virtue Ethics and Right Action' Week 12: Right Action – Virtue Ethics Solutions Annas, Julia. 'Being Virtuous and Doing the Right Thing' van Zyl, Liezl. 'Agent-Based Virtue Ethics and the Problem of Action Guidance' Kawall, Jason. 'Virtue Theory and Ideal Observers' Week 13: Virtue Ethics and Professional Roles Pelligrino, Edmund. 'Professing Medicine, Virtue Based Ethics, and the Retrieval of Professionalism' (Walker and Ivanhoe) Swanton, Christine. 'Virtue Ethics, Role Ethics, and Business Ethics' (Walker and Ivanhoe) Sherman, Nancy. 'Virtue and a Warrier's Anger' (Walker and Ivanhoe) Week 14: Virtue Ethics and the Non-Human World Hursthouse, Rosalind. 'Environmental Virtue Ethics' (Walker and Ivanhoe) Walker, Rebecca. 'The Good Life for Non-Human Animals: What Virtue Requires of Humans' (Walker and Ivanhoe) Focus Questions 1. What is the relationship between virtue and flourishing? Are the virtues necessary for flourishing? Sufficient? 2. Can virtue ethics provide an adequate account of right action? 3. On what concept of a character trait does virtue ethics rely, and does situationist psychology undermine it? 4. Is the project of ethical naturalism a plausible one? To what extent does the success of Aristotelian virtue ethics depend on it? 5. How does virtue ethics affect the way that applied ethics is done? (shrink)

Open-mindedness appears to be a cognitive disposition: an open-minded person is disposed to gain, lose, and revise beliefs in a particular, reasonable way. It is also a moral virtue, for we blame, for example, the man who quickly comes to think a new neighbor untrustworthy because he drives the wrong car or wears the wrong clothes—for his closed-mindedness. How open–mindedness could be a moral virtue is a puzzle, though, because exercises of moral virtues are expressions of moral concern, (...) whereas gaining, losing, and revising beliefs are not actions and so cannot be actions taken out of moral concern. Solving this puzzle is the purpose of this essay. (shrink)

Jürgen Habermas's recent challenge to secular citizens calling for greater inclusivity of religious justifications in the public sphere opens new epistemological debates that could benefit from the rich insights of feminist epistemologists. Despite certain theoretical tensions, there is some common ground between Habermas and recent work in feminist epistemology. Specifically, this article explores the shared interests between Habermas and one feminist theorist in particular, Miranda Fricker. I choose Fricker because her formulation of the epistemological and ethical hybrid (...) virtues of testimonial justice and hermeneutical justice provide efficacious theoretical and practical tools capable of deepening the epistemological basis of Habermas's challenge to secular citizens. After a detailed analysis of Habermas's and Fricker's respective epistemological positions, I argue that Fricker's analysis provides a rich framework for thinking through questions of power, identity, and credibility with respect to religious justifications in the public sphere. In conclusion, this article emphasizes the importance of fostering more robust and just epistemic communities capable of countering the social, political, and ethical injustices of epistemic disauthorization and marginalization. (shrink)

With its focus on intellectual virtues and their role in the acquisition and transmission of knowledge and related epistemic goods, virtue epistemology provides a rich set of tools for educational theory and practice. In particular, characteristics under the rubric of "responsibilist" virtue epistemology, like curiosity, open-mindedness, attentiveness, intellectual courage, and intellectual tenacity, can help educators and students define and attain certain worthy but nebulous educational goals like a love of learning, lifelong learning, and critical thinking. This (...) volume is devoted to exploring the intersection between virtue epistemology and education. It assembles leading virtue epistemologists and philosophers of education to address such questions as: Which virtues are most essential to education? How exactly should these virtues be understood? How is the goal of intellectual character growth related to other educational goals, for example, to critical thinking and knowledge-acquisition? What are the "best practices" for achieving this goal? Can growth in intellectual virtues be measured? The chapters are a prime example of "applied epistemology" and promise to be a seminal contribution to an area of research that is rapidly gaining attention within epistemology and beyond. (shrink)

The role intellectual virtues play in scientific inquiry has raised significant discussions in the recent literature. A number of authors have recently explored the link between virtue epistemology and philosophy of science with the aim to show whether epistemic virtues can contribute to the resolution of the problem of theory choice. This paper analyses how intellectual virtues can be beneficial for successful resolution of theory choice. We explore the role of virtues as well as vices in scientific (...) inquiry and their beneficial effects in the context of theory choice. We argue that vices can play a role in widening the set of potential candidate theories and support our claim with historical examples and normative arguments from formal social epistemology. We argue that even though virtues appear to be neither necessary nor sufficient for scientific success, they have a positive effect because they accelerate successful convergence amongst scientists in theory choice situations. (shrink)

Descartes’s concern with the proper method of belief formation is evident in the titles of his works—e.g., The Search after Truth, The Rules for the Direction of the Mind, and The Discourse on Method of rightly conducting one’s reason and seeking the truth in the sciences. It is most apparent, however, in his famous discussions, both in the Meditations and in the Principles, of one particularly noteworthy source of our doxastic errors—namely, the misuse of one’s will. What is not (...) widely recognized, let alone appreciated and understood, is the relationship between his concern with belief formation and his concern with virtue. In fact, few seem to realize that Descartes regards doxastic errors as moral errors and as sins both because such errors are intrinsically vicious and because they entail notably deleterious social consequences. Reforming the Art of Living seeks to rectify this rather common oversight in two ways. First, it aims to elucidate the nature of Descartes’s account of virtuous belief formation. Second, it aims both (i) to illuminate the social significance of Descartes’s philosophical program as it relates to the understanding and practice not of science, but of religion and (ii) to develop a kind of Leibnizian critique of this aspect of his program. More specifically, it aims to show that Descartes’s project is “dangerous,” insofar as it is subversive not only of traditional Christianity but also of other traditional forms of religion, both in theory and in practice. (shrink)

The investigation of epistemic virtues, such as curiosity, open-mindedness, intellectual courage and intellectual humility is a growing trend in epistemology. An underexplored question in this context is: what is the relationship between these virtues and other types of virtue, such as moral or prudential virtue? This paper argues that, although there is an intuitive sense in which virtues such as intellectual courage and open-mindedness have something to do with the epistemic domain, on closer inspection it (...) is not clear to what extent they should be understood as genuine epistemic virtues. We draw a distinction between epistemic virtues and virtues with epistemic content and provide reason to believe that the aforementioned virtues are moral virtues with epistemic content rather than bona fide epistemic virtues. The upshot is that there are far fewer epistemic virtues out there than commonly assumed. (shrink)

The literature on epistemic injustice has thus far confined the concept of testimonial injustice to speech expressions such as inquiring, discussing, deliberating, and, above all, telling. I propose that it is time to broaden the horizons of testimonial injustice to include a wider range of expressions. Controversially, the form of communication I have in mind is non-verbal expression. Non-verbal expression is a vital, though often overlooked, form of communication, particularly for people who have certain neurocognitive disorders. (...) Dependency upon non-verbal expression is a common feature of some forms of neurocognitive disorders such as ‘intellectual disabilities’, autism and late-stage dementia. According to the narrow definition of testimonial injustice currently championed in the literature, people who express non-verbally are exempt from testimonial injustice. However, when we consider cases where meaningful communications from non-verbal people are dismissed or ignored in virtue of identity prejudice, there seems to be a distinct testimonial harm at play. Using late-stage dementia as a case study, I argue that the definition of testimonial injustice should be expanded to include all communicative practices, whether verbal or non-verbal, to encompass the epistemic harms inflicted upon some of the most marginalised in our society. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Can Virtue Be Bought?Eugene Garver1. The problem: Epistemic elitism or cognitive dominanceDemocracy and rationality can be enemies. Superior intelligence and information can silence people, and the voices of reason can be drowned out by anti-intellectual populism. Given the dearth of both democracy and rationality in contemporary American politics, I hope that each can be fortified by association with the other, but I don't think that mutual reinforcement (...) is easy. I start by giving short quotations from two of the most significant contemporary thinkers who question the relation between democracy and intelligence.First a thesis from James Bohman that sets the challenge for practical intelligence and rhetoric in a democracy: "Deliberative democracy should not reward those groups who simply are better situated to get what they want by public and discursive means; its standard of political equality cannot endorse any kind of cognitive elitism" (1997, 332).1Next, a longer passage from Henry Richardson:The fatal objection to an objectivist interpretation of arbitrary power [in which the public good is thought of as a determinate object] is that it excludes from counting as domination what should be counted as one of its primary cases, namely domination on the basis of superior knowledge and information. Whatever the content of the public good may be, we may suppose—absent liberal justificational restrictions—that there are some people who are relatively expert in discerning it. One way to track the public good with reasonable reliability, then, is to turn political decisions over to those experts or wise persons. If we accept an objectivist interpretation of what "nonarbitrary power" means, then we could not count such Platonic guardians as dominating us. Intuitively, however, I think that we would: They would be dominating us precisely in virtue of their superior knowledge and information about the public good. (2002, 41)2 [End Page 353]Bohman worries about the injustice of unequal powers of eloquence. Richardson worries about what I think is a harder problem, the injustice of unequal powers of practical intelligence, the domination by superior knowledge. These two concerns, rhetorical and epistemic, are related. In Hobbes's wonderful phrase, "eloquence is seeming prudence," everything turns on the permanently contested relation between the appearance of facility with public and discursive means and the reality of superior practical knowledge. The only practical knowledge worth worrying about is manifested practical knowledge.Richardson and Bohman pose the ethical problem of what happens to community when there are claims to superior practical wisdom. The question isn't whether such claims are true or false, but the conditions under which they can be asserted and accepted. When are successful claims to knowledge "arbitrary," "dominating," or in a word, unjust? Thus, David Estlund writes, "Even granting that some people might be far better at making the morally and technically best political decisions, such invidious comparisons among citizens are bound to be open to reasonable disagreement" (2000, 137). But the issue is whether such reasonable disagreement is itself grounds for denying the comparison. Why is a judgment of better and worse necessarily "invidious"? When is disagreement about what is the best political decision a "reasonable" disagreement?Of course we should worry when eloquence silences people. But many other things silence citizens, too. Some argue, for example, that the discursive power of cross-burning "has a silencing effect" since it intimidates African Americans, and similar arguments have been made about how pornography silences women, but it would be strange to call these powers superior eloquence, certainly not in the sense that Bohman, Richardson, and Estlund worry about (Fiss 1996, 119).3 Many forms of coercion and ways of limiting freedom have nothing to do with silencing, as they prevent us from even getting to a point where there can be discussion. Extra-discursive signs of power, such as age, wealth, or difference, can inhibit me from speaking my mind. The personal experience of a purported victim is hard to argue against. So are people with access to powerful symbols.For example, consider the resistance to some forms of victim impact statements. Opponents argue that these are too emotional to have probative value. Their presence is unfair. They are unfair because... (shrink)

Fowers et al. recently made a general argument for virtues as the characteristics necessary for individuals to flourish, given inherent human limitations. For example, people can flourish by developing the virtue of friendship as they navigate the inherent human dependency on others. This general argument also illuminates a pathway to flourishing during the COVID-19 pandemic, the risks of which have induced powerful fears, exacerbated injustices, and rendered life and death decisions far more common. Contexts of risk (...) and fear call for the virtue of courage. Courage has emerged more powerfully as a central virtue among medical personnel, first responders, and essential workers. Longstanding inequalities have been highlighted during the pandemic, calling for the virtue of justice. When important personal and public health decisions must be made, the central virtue of practical wisdom comes to the fore. Wise decisions and actions incorporate the recognition of relevant moral concerns and aims, as well as responding in fitting and practical ways to the specifics of the situation. Practicing courage, justice, and practical wisdom illuminates a path to flourishing, even in a pandemic. (shrink)

Within the field of virtue and vice epistemology open-mindedness is usually considered an archetypal virtue. Nevertheless, there is ongoing disagreement over how exactly it should be defined. In this paper I propose a novel definition of open-mindedness as a process of impartial belief revision and use it to argue that we should shift our normative assessments away from the trait itself to the context in which it is exercised. My definition works by three sequential stages: not screening new (...) claims, impartially weighing the evidential strength of claims, and updating beliefs accordingly. Using this definition I argue for a focus on agents’ particular circumstances to determine what degrees of credulity, open-, or closed-mindedness are appropriate in any given situation. As well as providing conceptual clarity regarding the concept of open-mindedness this paper indicates the benefits of this contextual approach for our everyday epistemic attitudes. In particular it enables us to recognise, without stigma, when ourselves or others deviate from open-mindedness for appropriate reasons. (shrink)

Virtue Reliabilism and Virtue Responsibilism are two theories within the enterprise of Virtue Epistemology. The former considers virtues to be those competences whose reliability is what confers justification on its product beliefs. The latter considers virtues as being those deep-seated intellectual traits that are part of a person's very character, and so when such virtues are possessed and exercised by an agent, they achieve beliefs that are justified via being the products of virtue. Both theories (...) face difficult objections, however. Virtue reliabilism is challenged by the generality problem which claims that since justification is determined by how reliable the belief-forming process is, what we have to do to figure out just how reliable a process is will be by coming up with a proper description of the relevant process. However, there is no principled way to come up with such descriptions in order to determine the correct level of generality regarding the description of a belief-forming process. Virtue responsibilism is challenged by the situationist critique which claims that virtues do not do the kind of work we think they do. Rather, when agents morally and intellectually act in praiseworthy ways, their success is due to situational features of their experience and not to anything like what we think of as virtue. What both problems have in common is that they require their respective target theories to come up with explanations that accurately describe what's going on when people get things right epistemically. As such, virtue reliabilism and virtue responsibilism both face the same sort of problem. In this dissertation, I attempt to provide a contextual response to the generality problem that doesn't solve that problem per se, but suggests that the problem itself is problematic. In requiring the reliabilist to come up with a universal principle(s) that allows the epistemic practitioner to determine the relevant description for reliable belief-forming processes, the proponent of the generality problem assumes that processes are relevantly alike in all instances of belief formation. But our epistemic practices show otherwise. Indeed, standards for belief justification vary between different situations and contexts. Some contexts have quite stringent standards regarding how reliable a process must be in order to be considered reliable enough while other contexts are not so stringent. As such, that there could be some universal standard or principle for process description is impossible. This dissertation argues for a contextual resolution to the generality problem. Furthermore, it argues that the Virtue Reliabilism of Ernest Sosa seems to have embedded in it a very congenial affinity to attributor contextualism. In light of (i) those arguments, (ii) the similar contextual nature of neo-Aristotelian aretaic thought, (iii) as well as the similarity of the situationist critique to the generality problem, a similar contextual response to that critique is then offered. (shrink)

This paper proposes that we should think of epistemic agents as having, as one of their intellectual activities, a gatekeeping task: To decide in light of various criteria which ideas they should consider and which not to consider. When this task is performed with excellence, it is conducive to the acquisition of epistemic goods such as truth and knowledge, and the reduction of falsehoods. Accordingly, it is a worthy contender for being an intellectual virtue. Although gatekeeping (...) may strike one simply as the virtue of open- mindedness, I argue that it is not; gatekeeping does not favor a characteristic disposition to be willing to consider novel or opposing ideas. In fact, being told that an agent is excellent at gatekeeping reveals nothing about how frequently she considers or refuses to consider ideas. This paper will introduce and motivate the notion of gatekeeping, and offer some preliminary arguments in support of its candidacy as an intellectual virtue. (shrink)

The personal qualities that have been called epistemic virtues are a motley crew, including character traits like open-mindedness and curiosity, cognitive faculties like intelligence and memory, and intellectual abilities, such as the ability to solve complex mathematical problems. We value such qualities, in ourselves and others. But why? Is it because of the role they play in securing some epistemic good for their possessor, such as knowledge, wisdom, or understanding? Or—since we seem to value such qualities (...) even when they do not actually secure some epistemic good for their possessor—is it merely in virtue of the fact that they tend to secure such goods, or even merely that they aim at such goods? Is it because such qualities are instrumental to, or perhaps even partly constitutive of, living a happy or flourishing life? Or are they perhaps valuable for their own sakes, either simply in virtue of what they are, or because they are part of being a good, or excellent, or admirable person? -/- In this chapter, I will lay the groundwork for a philosophically rigorous discussion of this question. I will begin by giving an overview of some of the standard philosophical usages of ‘epistemic virtue’, and drawing some distinctions in value that provide the necessary conceptual vocabulary for adequate reflection on the question. Only after we have a sense of what is variously meant by ‘epistemic virtue’, and the ways in which such personal qualities may potentially be valuable, will we be in a position to directly address the question “what makes the epistemic virtues valuable?”. In the final section of this chapter, I will review a few of the most interesting and plausible answers to this question, but my main aim here is to provide the resources the reader needs in order to effectively consider, for him- or herself, the question “what—if anything— makes the epistemic virtues valuable?”. (shrink)

This paper explores how open-mindedness and its exercise can be social in nature. In particular, it argues that an individual can be regarded as open-minded even though she does not conduct all of the intellectual tasks as required by open-mindedness _by herself;_ that is, she delegates some of these tasks to her epistemic peers. Thinking about open-mindedness in such social terms not only opens up the possibility that there are different and surprising ways for an individual to be open-minded, (...) but can also help offset some recent criticisms raised against open-mindedness and its status as an intellectual virtue. (shrink)

Out of the ferment of recent debates about the intellectual virtues, Roberts and Wood have developed an approach they call 'regulative epistemology'. This is partly a return to classical and medieval traditions, partly in the spirit of Locke's and Descartes's concern for intellectual formation, partly an exploration of connections between epistemology and ethics, and partly an approach that has never been tried before. Standing on the shoulders of recent epistemologists - including William Alston, Alvin Plantinga, Ernest Sosa, (...) and Linda Zagzebski - Roberts and Wood pursue epistemological questions by looking closely and deeply at particular traits of intellectual character such as love of knowledge, intellectual autonomy, intellectual generosity, and intellectual humility. Central to their vision is an account of intellectual goods that includes not just knowledge as properly grounded belief, but understanding and personal acquaintance, acquired and shared through the many social practices of actual intellectual life. This approach to intellectual virtue infuses the discipline of epistemology with new life, and makes it interesting to people outside the circle of professional epistemologists. It is epistemology for the whole intellectual community, as Roberts and Wood carefully sketch the ways in which virtues that would have been categorized earlier as moral make for agents who can better acquire, refine, and communicate important kinds of knowledge. (shrink)

This paper gives a new and richer account of open-mindedness as a moral virtue. I argue that the main problem with existing accounts is that they derive the moral value of open-mindedness entirely from the epistemic role it plays in moral thought. This view is overly intellectualist. I argue that open-mindedness as a moral virtue promotes our flourishing alongside others in ways that are quite independent of its role in correcting our beliefs. I close my discussion (...) by distinguishing open-mindedness from what some might consider its equivalent: empathy and tolerance. (shrink)

Scholastic philosophers can be quite funny. What’s more, they have good reason to be: Aristotle himself lists ready wit (eutrapelia) among the virtues, as a mean between excessive humor and its defect. Here, I assess Scholastic discussions of humor in theory, before turning to examples of it in practice. The last and finest of these is a joke, hitherto unacknowledged, which Aquinas makes in his famous Five Ways. Along the way, we’ll see (i) that the history of (...) philosophy is not so hostile to humor as is commonly supposed; and (ii) that the competing theories of humor like the Incongruity Theory and the Release Theory are not altogether incompatible. We’ll also see at least one example of an apparent attempt by modern translators to excise humor from a medieval text. Our considerations will open a window into what oral discussion and debate at medieval universities was actually like, and how we should understand the relationship between the texts we have now and the exchanges that actually occurred then. (shrink)

Ayalon Eidelstein’s Openness and Faith focuses on the centrality of the idea of openness, or open-mindedness, to the educational sphere. The first half presents the challenges in modern ‘divided-consciousness’ and its consequences of egoism, materialism, and hedonism on the one hand, and religious fanatism on the other. Eidelstein’s main audience is the Israeli secular public, to which he proposes an educational and philosophical middle-way rooted in sincere human and inter-human openness. This openness is inspired by the idea of disinterestedness that (...) Kant articulates in his Critique of Judgment. Eidelstein refers to additional authors, including Franz Rosenzweig and Emmanuel Levinas, to conceptualize the idea of open-mindedness. In the second half of the book, he engages classical American Pragmatism, specifically that of William James, in order to establish the possibility for, and the validity of, a humane open-mindedness. Pragmatism thus paves the way for accepting beliefs that may otherwise be excluded as superstitions and accords them a legitimate and productive role in the life of a modern individual. The difficulty, however, lies in Eidelstein’s employment of Kantian disinterestedness, for it is in fact seriously dissonant with the worthy pragmatic educational purposes that Eidelstein elaborates in the second half of his book. Pragmatism is opposed to disinterestedness in that it stresses the entanglement of fact and value, viewing interests as playing a necessary and productive part in moral motivation and action, while Kantian deontology eliminates consequentialism from the moral scope. While for pragmatists (for example John Dewey’s Democracy and Education) the human creature is holistically conceived, as made of flesh and blood and not only as ‘spirit’, Kant maintained the dualistic Cartesian tradition. This tension calls for a rigorous address. Since Eidelstein’s book is making an important claim about the place open-mindedness has within the Judaism, it must be noted that the disinterestedness of a presumed human ‘self’ is also not easily compatible with the dominant voices in normative Jewish tradition. The Bible does not deal to a large extent with the ‘self’ or with mental intentions, and its conception of the human is not categorically different in the Talmudic corpus. On the contrary, the rabbis frequently endorse pragmatic and ‘external’ reasons, as the motivational basis for action. The kind of purism associated with disinterestedness (as in Mishnah Avot 5:18-19) is barely represented in rabbinic thought. Openness and Faith: In Search of Cultural Education Here and Now is nevertheless an important contribution to the intellectual discourse over the individual and public virtues. In our ever-more segregated and fenced-off world, there is an urgency to delineating the virtue of openness, hoping that Ecclesiastes is right in contending that “No person has power over the spirit [רוח] to retain it” (8:8). But to make Eidelstein’s point about openness in the second half of his book educationally viable, there a need for a pragmatic refinement of the philosophical anthropology in its first half. One way or the other, Openness and Faith is praiseworthy for its articulateness and depth, which invites its readers to an open-minded conversation about the concept of openness. (shrink)

There is debate among virtue epistemologists concerning what is the nature of an intellectual virtue. Linda Zagzebski in Virtues of the Mind , for instance, argues that an intellectual virtue has both a success and motivational component. Furthermore, Zagzebski defines knowledge with reference to acts of intellectual virtue. An agent S knows p iff S performs an act of intellectual virtue in forming the belief that p. This means that Zagzebski is committed to (...) the counter-intuitive claim that low-grade knowledge requires the agent to be epistemically motivated to form such low-grade beliefs. In this project I look at empirical research in cognitive psychology which suggests that epistemic motivations are involved in low-grade processing. Research on the role of attention in vision and memory suggests that attentional focus is necessary in order to have low-grade knowledge. And research on the relationship between motivation and attentional processing suggests that motivation informs attentional operations. The next step in the argument aims to show that such motivations are epistemic in that they are motivations to attain a cognitive state whose value is alethically related. Thus, one's epistemic motivations are necessary for low-grade knowledge. The second half of my project turns to higher-grade knowledge, i.e., testimony. It is here that I apply Zagzebski's account of knowledge to testimony. I do this to give a heretofore counterexample free definition of testimonial knowledge. Altogether, the project shows how Zagzebski's theory can account for the major modes by which we acquire empirical knowledge. (shrink)

‘Virtue signaling’ is the practice of using moral talk in order to enhance one’s moral reputation. Many find this kind of behavior irritating. However, some philosophers have gone further, arguing that virtue signaling actively undermines the proper functioning of public moral discourse and impedes moral progress. Against this view, I argue that widespread virtue signaling is not a social ill, and that it can actually serve as an invaluable instrument for moral change, especially in cases (...) where moral argument alone does not suffice. Specifically, virtue signaling can change the broader public’s social expectations, which can in turn motivate the adoption of new, positive social norms. I also argue that the reputation-seeking motives underlying virtue signaling impose important constraints on virtue signalers’ behavior, which serve to keep the worst excesses of virtue signaling in check. (shrink)

This contribution to the topical collection presents an overview of my previous work in epistemology. Specifically, I review arguments for the claim that important skeptical arguments in the history of philosophy motivate externalism in epistemology. In effect, only externalist epistemologies can be anti-skeptical epistemologies. I also review motivations for adopting a virtue-theoretic account of epistemic normativity. Such an account, I argue, has considerable explanatory power regarding the nature, value and scope of knowledge. In addition, a virtue-theoretic (...) account is tailor made for externalism. In effect, it shows how externalist epistemologies can also be normative epistemologies. Finally, I review arguments in favor of a general framework for understanding the epistemology of testimony, and, in particular, the transmission of knowledge. The framework motivates anti-reductionism in the epistemology of testimony, as well as the common anti-reductionist theme that trust can be epistemically significant, as opposed to merely practically significant. The framework, I argue, also weds nicely to a virtue-theoretic account of epistemic normativity, and in doing so answers an important objection to virtue epistemology—that the view is overly individualistic. (shrink)

“Meta-argument allegations” consist of protestations that an interlocutor’s speech is wrongfully offensive or will trigger undesirable social consequences. Such protestations are meta-argument in the sense that they do not interrogate the soundness of an opponent’s argumentation, but instead focus on external features of that argument. They are allegations because they imply moral wrongdoing. There is a legitimate place for meta-argument allegations, and the moral and epistemic goods that can come from them will be front of (...) class='Hi'>mind for those levelling such allegations. But I argue there is a dark side to such allegations, and their epistemic and moral costs must be seriously weighed. Meta-argument allegations have a concerning capacity to derail discussions about important topics, stymieing argumentational interactions and the goods they provide. Such allegations can license efforts to silence, punish and deter—even as they provoke the original speaker to retaliate in kind. Used liberally, such allegations can escalate conflicts, block open-mindedness, and discourage constructive dialogues. In response, I defend “argumentational tolerance”—a principled wariness in employing meta-argument allegations—as a virtue of ethical argument. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Virtues of Animals in Seventeenth-Century ThoughtPeter HarrisonDiscussions about animals—their purpose, their minds or souls, their interior operations, our duties towards them—have always played a role in human self-understanding. At no time, however, except perhaps our own, have such concerns sparked the magnitude of debate which took place during the course of the seventeenth century. The agenda had been set in the late 1500s by Montaigne, who (...) had made the remarkable (if somewhat rhetorical) claim that animals were both moral and rational, and moreover, more moral and rational than humans. In the century which followed, Descartes, not to be outdone, put forward the even more contentious counter-proposal that animals were not only neither rational nor moral, but that they were not even conscious. The Cartesian hypothesis fueled a debate which continued until well into the eighteenth century. 1 While in recent years much attention has been given to issues of animal consciousness and cognition in seventeenth-century thought, the related question of the moral capabilities of animals has been by comparison neglected. In this paper I shall explore the converse side of the better known arguments about the rational capabilities of the beasts, focusing on seventeenth-century discussions concerning the behaviors and passions of the beasts and the extent to which animals were thought to participate in the moral universe of human beings.I. During the first sixteen hundred years of the common era, those thinkers who directed their attention to the natural world had tended to be preoccupied neither with questions of how animals came into being nor with the direct [End Page 463] causes of their various operations but rather with the question of why they existed at all. Almost without exception responses to this question were variations on a single theme: animals had been placed in the world to provide for the physical needs of human beings. 2 While this response proved to be satisfactory in general terms, there were acknowledged deficiencies. Many living things seemed to have been rather extravagantly designed for their putative purpose. Others seemed blatantly to contradict it. Why were our meat supplies, for example, not more conveniently presented, like the fabled Scythian lamb which grew on a tree? Why was it that a significant number of creatures appeared to be useless or even downright harmful to those whom they were designed to serve? And why, finally, were human beings created such that they were dependent upon lesser creatures for their survival?Responses to these difficulties generally took one of three forms, each of which was influential throughout the Middle Ages and beyond. First, it could be asserted that as a result of the Fall, human beings had forfeited their dominion over the creatures, many of which now served as instruments for their punishment and correction. Augustine observed that “there are many things, such as fire, frost, wild beasts and so forth, which do not suit but injure this thin-blooded and frail mortality of our flesh, which is at present under just punishment.” 3 In the seventeenth century this view still attracted many supporters. Thus Godfrey Goodman, in The Fall of Man (1616), wrote that “all the creatures, forsaking their first and naturall use, did serve for mans punishment, and rebelled against him.” 4Second, an appeal could be made to the Platonic principle of plenitude and the related idea of the chain of being. The principle of plenitude taught that more is better and that variety is preferable to uniformity. God, wrote the third-century Christian apologist Lactantius, “wished to display His providence and power by a wonderful variety of many things.” 5 It followed that all existing things could be ranged in a vast scale from non-existence to God himself, with each link in the chain separated from its neighbor by a small difference. Again, this view found many adherents in the early modern period. Thomas Robinson declared that “it was necessary that there shou’d be a variety of Natures, and [End Page 464] different Degrees of Life and Perfection.” Thus “every Creature even of the lowest Degree of Life, is Good and Perfect in its Kind.” 6 Important for our... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Journal of the History of Ideas 63.3 (2002) 447-464 [Access article in PDF] Virtue, Reason, and Cultural Exchange: Leibniz's Praise of Chinese Morality Franklin Perkins I should regard myself very proud, very pleased and highly rewarded to be able to render Your Majesty any service in a work so worthy and pleasing to God; for I am not one of those impassioned patriots of one country alone, but (...) I work for the well-being of the whole of mankind, for I consider heaven as my country and cultivated men as my compatriots. —Leibniz (to Peter the Great), 1716 1 Diversity and Harmony Leibniz worked tirelessly to promote tolerance, peace, and the exchange of ideas, perhaps most in his attempts to bridge religious factions in Europe, but also in his receptiveness to the past and his attitude toward other cultures. This accommodation of differences is rooted in the belief that the most perfect possible world maximizes both diversity and harmony. In a time of rapid globalization, as the imperative to maximize diversity and harmony grows, I believe it is worthwhile to turn our attention to Leibniz's philosophy, particularly as it is expressed in his writings on China. The ground of Leibniz's openness toward other cultures is different from the ground to which we are accustomed. Multiculturalism is usually grounded in skepticism. We should accept and tolerate others because we can never be certain that our own beliefs are correct. The ground of Leibniz's tolerance leads in the opposite direction—we should [End Page 447] accept others not because no one knows the truth but because everyone knows something of the truth. 2The well-known metaphor of monads as perspectives on a city illustrates this approach. Leibniz writes, "Indeed, all individual substances are differentexpressions of the same universe and different expressions of the same universal cause, namely God. But the expressions vary in perfection, just as different representations or drawings of the same town from different points of view do." 3 The metaphor of different monads as different perspectives on a town captures what is needed for cultural exchange. What each of us "sees" is not wrong but partial or perspectival. Because our view is limited, we must learn from others whose views have different limitations, and we must be careful not to force our perspective on others. At the same time, each perspective is grounded in truth, which is what Leibniz intends when he says that each monad expresses the same universe. That is said to express a thing in which there are relations [habitudines] which correspond to the relations of the thing expressed. But there are various kinds of expression.... What is common to all these expressions is that we can pass from a consideration of the relations in the expression to a knowledge of the corresponding properties of the thing expressed. Hence, it is clearly not necessary for that which expresses to be similar to the thing expressed, if only a certain analogy is maintained between the relations. 4Leibniz gives many examples. An idea expresses its object. The perception of a monad expresses the universe, and the understanding of a mind expresses the understanding of God. Every effect expresses its cause. The senses and secondary qualities express their objects, as well as the body and its organs. Definitions express the essence of what they define. Paintings express the cities they represent. What do such dissimilar relationships have in common? The two things need not be similar but their conditions must be analogous. In the New Essays Leibniz writes that the resemblance is a relation of order, as an ellipse resembles the circle whose projection it is, "there is a certain precise and natural relationship between what is projected and the projection which is [End Page 448] made from it, with each point on the one corresponding through a certain relation with a point on the other." 5 In the Theodicy Leibniz says that the representation has a natural relationship to what is represented. If this representation is imperfect, then it... (shrink)

The contemporary problem of disagreement has two prominent solutions. The Conciliationists think that after discovering a case of disagreement one should be less certain of one’s original position. Those who favor Conciliatory views tend to think that disagreement is epistemically significant because it causes problems for one’s rationality. The Steadfasters, on the other hand, think that one should maintain one’s belief in the face of a disagreement; thus, disagreement appears a less epistemically significant problem to them. But neither of these (...) solutions address the actual problem of disagreements: that the very same faculties which cause me to trust myself provide you a differing opinion. Therefore, we need a solution for disagreement that responds to the issues it presents to one’s self-trust rather than secondary factors, like the likelihood of peerhood or the truth of the Uniqueness Thesis. Such an account ought to be regulative in nature. That is, it should offer insight to epistemic agents. The best of the regulative accounts can be found in virtue epistemology, because its practical nature is grounded in a holistic appraisal of epistemic agents. In cases of disagreement, to be epistemically virtuous, an agent needs to balance her intellectual fortitude with her intellectual humility and open-mindedness. But in order to balance these virtues when they appear to be in conflict, we need another resource that is able to govern them. For this purpose, I introduce intellectual phronesis. Like its moral counterpart, intellectual phronesis can help one to discern the particularity of situations in order to determine the appropriate response. Accordingly, intellectual phronesis is the ideal tool to adjudicate which intellectual virtue is appropriate for a particular disagreement. (shrink)

The presence of luck in our cognitive as in our moral lives shows that the quality of our intellectual character may not be entirely up to us as individuals, and that our motivation and even our ability to desire the truth, like our moral goodness, can be fragile. This paper uses epistemologists' responses to the problem of “epistemic luck” as a sounding board for this fragility; it locates the source of much of the internalist-externalist debate in epistemology in (...) divergent, value-charged “interests in explanation,” which epistemologists bring with them to discussions of knowledge and justification. In so doing, It delineates commonalities and key differences between those authors I describe as virtue reliabilists and those I describe as virtue responsibilists, while showing how they each provides resources for leading beyond the impasse between internalism and externalism as standardly understood in the literature. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Adolf Meyer: Psychiatric AnarchistS. Nassir Ghaemi (bio)KeywordsMeyer, biopsychosocial model, Jaspers, pluralism, philosophy, psychiatryThey had weekly lunches in 1920s New York City: In one door stepped a stooped philosopher, with a mustache and a twinkle, perhaps ruminating on some recent Marxist theory; in the other door came the elegant Swiss physician, goateed and erudite. Every week, for a time, John Dewey (leader of American pragmatism) and Adolf Meyer (dean of (...) mid-twentieth century American psychiatry and long-time chair of the Johns Hopkins psychiatry department) lunched together and, somewhere in those conversations—one might imagine—the field of philosophy and psychiatry was born (Meyer 1948, 152).Yet pragmatism—as a proper school of philosophy—does not capture Meyer’s psychiatry. Rather, the core of his thinking, in my view, is to be found in a vague term that deserves analysis: eclecticism.EclecticismIt has been said that eclecticism is a vice in theory but a virtue in practice (Stone 1981), which highlights why so many are attracted to it. Deep down, practitioners just want to be free: They believe that their freedom of choice will tailor treatments best to patients and thus result in best outcomes. As a conceptual theory for psychiatry, eclecticism is a model that views any theory or method as potentially correct, but no theory or method as definitively incorrect. There is no way to avoid an “anything goes” practice with eclecticism: It is—to use a political analogy—an anarchism of mind.William James once remarked that the basis for all philosophies lies in the personalities of philosophers. So it was with Meyer’s eclecticism: congenial personally, he seemed congenitally incapable of disagreeing with any person. Any idea, even the most unusual, would receive a respectful hearing from Meyer. (Double brings out new, excellent documentary evidence of this extreme indecision in the drafts of Meyer’s unsent letters to the behaviorist John Watson.) Although quaint and commendable pedagogically, this excessive open mindedness left American psychiatry—so dependent on Meyer—prey to hard-headed biological radicals and psychoanalytic dogmatists. This is where his eclecticism failed us.Enabling Biological ExtremismMeyer played a key role in legitimizing extreme biological approaches. In addition to his interest in insulin coma (which Double mentions), Meyer enabled the popularization of colectomy and frontal [End Page 341] lobotomy. Psychiatric colectomy, developed by Henry Cotton, was based on the focal toxin theory of mental illness—the idea that mental illness was caused by toxins released by bacteria in the body, the specific locations of which where were the colon and rotted teeth. In one hundred case reports, with mostly short-term follow-up, published in his prominent text, The Defective Delinquent and Insane (Cotton 1921), Cotton laid out his case, which Meyer legitimized by writing a generous foreword. Meyer’s authority was powerful enough to render Cotton’s limited evidence base much more credible than it might otherwise have been. In the 1920s and 1930s, tens of thousands colectomies and full mouth teeth extractions were conducted in patients with mental illness. (Meyer himself sometimes recommended it).1The other biological extremist story is more famous. In a 1936 conference, with Meyer in attendance, the neurologist Walter Freeman presented, for the first time, cases of refractory schizophrenia treated with a new method: frontal lobotomy. Psychoanalyst attendees protested that Freeman was proposing nothing more than mutilation of the brain; yet Meyer intervened in favor of Free-man (“I am not antagonistic to this work, but find it very interesting” [El-Hai 2005]). Unfortunately, Freeman, like Cotton, was a dogmatist: Over time, he performed frontal lobotomy more and more extensively, not just as a treatment of last resort in the most ill schizophrenics (as in the first cases presented to Meyer), but later as a treatment of first resort for the mildest mood disorders. (By 1950 Freeman had personally conducted 2400 transorbital lobotomies, an “office procedure” that allowed him to lobotomize a patient in 15 minutes [El-Hai 2005]).2Lest my critique of Meyer in that era be seen as a Whiggish interpretation of history (the claim that we are so much smarter than those shrinks of the past; in fact I think... (shrink)

Since at least the mid-2000s, political commentators, environmental advocates, and scientists have raised concerns about an “anti-science” approach to environmental policymaking in conservative governments in the US and Canada. This paper explores and resolves a paradox surrounding at least some uses of the “anti-science” epithet. I examine two cases of such “anti-science” environmental policy, both of which involve appeals to epistemic values that are widely endorsed by both scientists and philosophers of science. It seems paradoxical to call an (...) appeal to epistemic values “anti-science.” I develop an analysis that, I argue, can resolve this paradox. This analysis is a version of the “aims approach” to science and values, drawing on ideas from axiology and virtue ethics. I characterize the paradox in terms of conflicts or tensions between epistemic and pragmatic aims, and argue that there is a key asymmetry between them: epistemic aims are valuable, in part, because they are useful for pursuing pragmatic aims. Thus, when epistemic and pragmatic aims conflict, epistemic aims need to be reconceptualized in order to reconcile them to pragmatic aims. When this is done, in the “anti-science” cases, the epistemic values are scientific vices rather than virtues. Thus the “anti-science” epithet is apt. (shrink)

In this paper, I discuss the ways in which epistemic anxiety promotes well-being, specifically by examining the positive contributions that feelings of epistemic anxiety make toward intellectually virtuous inquiry. While the prospects for connecting the concept of epistemic anxiety to the two most prominent accounts of intellectual virtue, i.e., “virtue-reliabilism” and “virtue-responsibilism”, are promising, I primarily focus on whether the capacity for epistemic anxiety counts as an intellectual virtue in the reliabilist (...) sense. As I argue, there is a close yet unexplored connection between feelings of epistemic anxiety and the form of inference commonly known as “Inference to the Best Explanation” (IBE). Specifically, I argue that both the recognition that some fact requires an explanation—a necessary first step in applying IBE—and the subsequent motivation to employ IBE are typically facilitated by feelings of epistemic anxiety. So, provided IBE is truth-conducive the capacity for epistemic anxiety should count as an intellectual virtue in the reliabilist sense. After outlining my main argument, I address the challenge that the capacity for epistemic anxiety has the potential to be misleading. To respond to this challenge, I discuss how our recognition that a fact requires an explanation must in part be a species of practical knowledge, rather than theoretical knowledge. For the agent to skillfully distinguish between facts that require an explanation and facts that do not, she must develop the virtuous disposition to feel the appropriate amount of epistemic anxiety. Despite the many negative aspects associated with anxiety, as I conclude, being disposed to feel the appropriate amount of epistemic anxiety is ultimately good for us. (shrink)

What does it mean to keep an “open mind”? In casual conversation it’s a popular phrase with enough common sense to negate much need for debate about what the speaker means. Someone with an open mind might be considered considerate, equanimous, empathetic, a good listener, curious, or flexible in opinion. In Western culture an open-minded person might be receptive to new ideas, possibilities, and interpretations, suggesting that they successfully maintain an engaged yet dynamic mental relationship to (...) various subjects or challenges. Yet in science’s nascent study of consciousness, the notion of a mind “opening” is complicated by the field’s inability to clearly articulate what a mind is, let alone how, or into what, it might open. It is the purpose of this research to present the biological significance of “open-mindedness” in order to discuss possible phenomenological implications pertaining to neural correlates of consciousness (NCC). In his seminal book The Open Work, Umberto Eco describes “openness” as a phenomenon of conscious organization that “locates the infinite at the very core of the finite,” and “invites us to conceive, feel, and thus see the world as possibility.” Utilizing the methods of Mechanics, Dynamics, Aesthetics (MDA) analysis, my critical phenomenological inquiry extends Eco’s lens of cultural semiotics into quantum biology to provide key insights for understanding the aesthetic role of field dynamics in qualia physics—as interpretive events (i.e., watching a film, tasting a dessert, or drawing). In particular, pairing Eco’s semiotic analysis of openness with Hameroff and Penrose’s OR Theory concerning cognitive qualia-producing architectures such as microtubules, raises how sensations between organisms and the Zero Point Field (ZPF) are absorbed, integrated, and transmitted through quantum Stochastic Electrodynamic (SED) information states proposed by Joachim Keppler. Therefore, we can say that living systems are those systems that have adapted their material capabilities (including fundamental principles of self-organization and complexity in common cognitive architectures like awareness and attention) to perceive and critically interpret coherently. That is to say—biology has evolved to make meaning through its very aliveness. Our conscious ability to open our minds in order to interpret and communicate our sensations, thoughts, and complete experiences, therefore reveals a radically multidimensional bio-geometry and biolinguistics based on a field dynamics, which Eco’s work constructs. Via an aesthetic information theory, Eco describes this phenomenon as, “a practical level of poetics that acts as programmatic projects for creation.” The writings of Rumi, Husserl, Dewey, Emerson, Merleau-Ponty, Hegel, and others confer depth to the emergent mechanics of perception found throughout biotic systems. Eco’s ideas thereby provoke discourse on the role of openness within recent theoretical works by Jeremy England, Anirban Bandyopadhyay, Robert Lanza, Deepak Chopra, Ervin Laszlo, Giulio Tononi, Stuart Kauffman, Walter J. Freeman, Robin Carhart-Harris, Mark P. Mattson, Robert R McCrae, Selen Atasoy, Katherine Peil, Terence Deacon, and David Chalmers. Unlike models of consciousness that arise from closed, local computation, I argue that the phenomenon of open mindedness unifies cultural and scientific concepts of consciousness as life’s critical integrative force. (shrink)

The objective of this thesis – Reflective Equilibrium as a Form of Life – is to contribute to the deepening of understanding of the method of reflective equilibrium – a method of internal epistemic justification. In the first part of the study, four paradigmatic conceptions of the method will be analyzed in order to carve out a conceptual core: The ones by John Rawls – who coined the name of the method – Norman Daniels, Michael DePaul and Catherine Elgin. (...) I will argue that the conceptual core of the method contains four elementary rules: 1) A minimalistic fallibilism, 2) a moderate holism, 3) a minimalistic rationality, and 4) a weak foundationalism. Compliance with these rules is necessary and jointly sufficient for any epistemic procedure of justification to be in accordance with the method of reflective equilibrium. The second part of the study is intended to answer some of the open questions concerning this definition of the conceptual core of the method. It will be argued that the a minimalistic fallibilism, as a very central element of the method, is justified since there is no belief whose truth is transparent to an epistemic agent. Even if it were the case that such beliefs exist, there would be attractive options of retreat which provide a quasi-universal justification of minimalistic fallibilism. It will also be argued that all alternative methods of justification are either compatible with the method of reflective equilibrium or are not justified. While a metajustification of the method – understood as a justification of the method employing the method itself – is on the one hand not completely satisfactory, as it presupposes the acceptance of the method before it is justified, it is epistemically acceptable on the other hand, since it allows for a critical inquiry and is open-ended. It will be pointed out that a moderate foundationalism can be justified by the method for some specific area of inquiry insofar as basic beliefs can be identified. Yet, the default-position of the method is only a weak foundationalism (often also termed “coherentism”). With regard to the possibility of a formal interpretation of the method with which one could specify key terms used in the definition of the conceptual core, I will sketch general ways such a formalization might take. However, I will argue that the informal interpretation of the method has priority over any formal interpretation. In the third and concluding part of the study, I will present the claim that one should interpret the method of reflective equilibrium as a form of life. This means that the method is at least implicitly accepted by some epistemic agents: they have developed a disposition and ability to act according to the method. This interpretation of the method can be related to the notion of critical thinking, which, as a civic virtue and educational ideal, is subject of empirical research and practical application. A possible misunderstanding with respect to the method of reflective equilibrium as a form of life should be avoided: To interpret the method as a form of life does not indicate that it must be a comprehensive form of life. Acknowledging it in private life is optional. According to the proposed understanding of the method it is primarily a public and political form of life. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Law’s Virtue: Fostering Autonomy and Solidarity in American Society by Cathleen KavenyEric E. SchnitgerLaw’s Virtue: Fostering Autonomy and Solidarity in American Society By Cathleen Kaveny WASHINGTON, DC: GEORGETOWN UNIVERSITY PRESS, 2012. 304 PP. $29.95In Law’s Virtue, Cathleen Kaveny calls those in Western liberal countries to rethink their fundamental framework of ethics and law through the guiding principles of autonomy and solidarity, understood through the Catholic (...) context of Thomistic virtue. The law operates not as the fence of individual isolation as it does in Enlightenment rights theory, whereby liberty is preserved through negative restraint, but as the teacher of a limited form of the virtues of prudence and justice (52). The law teaches this thin form of prudence through autonomy, which Kaveny takes from Joseph Raz as “the capacity to be the ‘part-author’ of one’s own life” (53). Solidarity, pulling from Pope John Paul II, correlates to a learned justice, in that it “attend[s] to the unseen members” of the community (54). It recognizes that the good of the community and the good of individual members are inexorably intertwined.The opening epigram of the preface, which sets the tone for the whole work, is a quotation from Isidore of Seville found in Aquinas: “Law shall be virtuous, just, possible to nature, according to the custom of the country, suitable to place and time, necessary, useful; clearly expressed, lest by its obscurity it lead to misunderstanding; framed for no private benefit, but for the common good” (xi). Kaveny argues that the phrases “possible to nature” and “custom of the country” need more attention in pluralist, democratic societies, because law is morally formed by its constituent community and there are deep disagreements within those communities. This gives a direction for how Catholics, and all citizens, should attempt to influence laws in these democracies. Because the law is a form of consensus over time, it should use severe sanctions such as criminal law only to reinforce the consensus that it represents. Tort and tax law are less severe tools that can encourage the moral direction of society, which, when used well, maintain the consensus of the law but still allow it to be a moral teacher.Kaveny’s practical thinking in this text does have some seeds of radical change. When she moves to the practicalities of life issues in the law—such as abortion, euthanasia, and genetics—she argues that the “entire fabric of the Anglo-American legal system” needs to add the concept of the “vulnerable” person to the “reasonable person” (79). In addition, her reframing of life issues contends that the Catholic view of issues like abortion is too different from [End Page 212] the “custom of the country” to make a change to the virtues and practices of other citizens. Instead, attention to the support necessary for families and social difficulties of economic poverty represents a way of using the law as a moral teacher while recognizing its limits (89, 156, 209). The book concludes with an incisive look at voting, in which Kaveny argues that the idea of issues-based voting is wrongheaded; instead, she urges voters to consider that they are voting for an individual who will take a broad moral stance and make a broad set of decisions (197 ff.).The quality of Kaveny’s clear thinking and moral consistency makes this book a pleasure to read—even for those who may disagree about the nature of the law or the virtues that Christians should bring to political, legislative, and judicial systems. This text, from its depth of legal and theological commitments, sets a high bar for further dialogue.Eric E. SchnitgerFuller Theological SeminaryCopyright © 2015 Society of Christian Ethics... (shrink)

This paper identifies and criticizes certain fundamental commitments of virtue theories in epistemology. A basic question for virtues approaches is whether they represent a ‘third force’––a different source of normativity to internalism and externalism. Virtues approaches so-conceived are opposed. It is argued that virtues theories offer us nothing that can unify the internalist and externalist sub-components of their preferred success-state. Claims that character can unify a virtues-based axiology are overturned. Problems with the pluralism of virtues theories are identified––problems (...) with pluralism and the nature of the self; and problems with pluralism and the goals of epistemology. Moral objections to virtue theory are identified––specifically, both the idea that there can be a radical axiological priority to character and the anti-enlightenment tendencies in virtues approaches. Finally, some strengths to virtue theory are conceded, while the role of epistemic luck is identified as an important topic for future work. (shrink)