The ancient Greeks almost universally accepted the thesis that virtues are skills. Skills have an underlying intellectual structure , and having a particular skill entails understanding the relevant logos. possessing a general ability to diagnose and solve problems . as well as having appropriate experience. Two implications of accepting this thesis for moral epistemology and epistemology in general are considered. Thinking of virtues as skills yields a viable virtue epistemology in which moral knowledge is a species of a general (...) kind of knowledge that is not philosophically suspect. Also, the debate between internalists and externalists in epistemology is subversively resolved as moot by adopting this strategy: the locus of justification for a belief is in the nature of skill. Thus, the contingent fact that some skills allow Homo Sapiens an ‘internal access’. while others do not, is theoretically neutral when considering the nature of justification per se. (shrink)

IntroductionRecent work in virtue theory has breathed new life into the analogy between virtue and skill.See, for example, Annas ; Bloomfield ; Stichter ; Swartwood . There is good reason to think that this analogy is worth pursuing since it may help us understand the distinctive nexus of reasoning, knowledge, and practical ability that is found in virtue by pointing to a similar nexus found outside moral contexts in skill. In some ways, there is more than an (...) analogy between skill and virtue. Clearly, both are what might be called ‘practical states,’ that is, conditions of agents with regard to action. For some virtue theorists, the analogy is superseded in favor of a claim to identity. As Paul Bloomfield puts it:… adopting the thesis that virtues are skills hands us a viable moral epistemology by reducing the problem of moral epistemology to the analysis of the epistemology of diagnosis and problem solving employed by doctors, navigators, and .. (shrink)

The challenge this book addresses is to demonstrate how, in teaching content knowledge, the development of intellectual and moral dispositions as virtues is not merely a good idea, or peripheral to that content, but deeply embedded in the logic of searching for knowledge and truth. It offers a powerful example of how philosophy of education can be brought to bear on real problems of educational research and practice – pointing the reader to re-envision what it means to educate children by (...) developing the person, instead of simply knowledge and skills. Connected intimately to the practice of teaching and teacher education, the book sets forth an alternative theory of education where the developing person is at the center of education set in a moral space and a political order. To this end, a framework of public and personal knowledge forms the content, to which personal dispositions are integral, not peripheral. The book’s pedagogy is invitational, welcoming its readers as companions in inquiry and thought about the moral aspects of what we teach as knowledge. (shrink)

In response to Anton Froeyman's paper, “Virtues of Historiography,“ this article argues that philosophers of history interested in why historians cherish such virtues as carefulness, impartiality, and intellectual courage would do wise not to classify these virtues unequivocally as either epistemic or moral virtues. Likewise, in trying to grasp the roles that virtues play in the historian's professional practice, philosophers of history would be best advised to avoid adopting either an epistemological or an ethical perspective. Assuming that the historian's virtuous (...) behavior has epistemic and moral dimensions (as well as aesthetic, political, and other dimensions), this article advocates a non-reductionist account of historical scholarship, which acknowledges that the virtues cherished by historians usually play a variety of roles, depending on the goals they are supposed to serve. Given that not the least important of these goals are epistemic ones, the articles concludes that virtue ethical approaches, to the extent that they are focused on the acquisition of moral instead of epistemic goods, insufficiently recognize the role of virtue in the pursuit of such epistemic aims as knowledge and understanding. (shrink)

Almost all theories of knowledge and justified belief employ moral concepts and forms of argument borrowed from moral theories, but none of them pay attention to the current renaissance in virtue ethics. This remarkable book is the first attempt to establish a theory of knowledge based on the model of virtue theory in ethics. The book develops the concept of an intellectual virtue, and then shows how the concept can be used to give an account of the (...) major concepts in epistemology, including the concept of knowledge. This highly original work of philosophy for professionals will also provide students with an excellent introduction to epistemology, virtue theory, and the relationship between ethics and epistemology. (shrink)

This book presents four bridges connecting work in virtue epistemology and work in philosophy of science that may serve as catalysts for the further development of naturalized virtue epistemology. These bridges are: empirically informed theories of epistemic virtue; virtue theoretic solutions to under determination; epistemic virtues in the history of science; and the value of understanding. Virtue epistemology has opened many new areas of inquiry in contemporary epistemology including: epistemic agency, the role of motivations and (...) emotions in epistemology, the nature of abilities, skills and competences, wisdom and curiosity. Value driven epistemic inquiry has become quite complex and there is a need for a responsible and rigorous process of constructing naturalized theories of epistemic virtue. This volume makes the involvement of the sciences more explicit and looks at the empirical aspect of virtue epistemology. Concerns about virtue epistemology are considered in the essays contained here, including the question: can any virtue epistemology meet both the normativity constraint and the empirical constraint? The volume suggests that these worries should not be seen as impediments but rather as useful constraints and desiderata to guide the construction of naturalized theories of epistemic virtue. (shrink)

One approach to understanding moral virtues is to compare them with practical skills, since both involve learning how to act well. This paper inquires whether this approach can be extended to intellectual virtues. The relevance of the analogy between virtues and skills for virtue epistemology can be seen in two prominent discussions of intellectual virtues and skills. Linda Zagzebski has argued that intellectual virtues can be modeled on moral virtues, and that a key component of virtue being understood (...) as a “success” term is that virtues are associated with skills. However, she explicitly rejects the stronger claim that virtues can be understood as skills. Julia Annas defends the idea that virtues are skills, and she uses this conception of virtue to argue that Zagzebski’s project fails because of a key difference between the two types of virtue. This paper argues that a skill model of virtue can support modeling intellectual virtues on ethical virtues, contrary to the claims made by Zagzebski and Annas. There are a variety of misconceptions about skills that have led to errors in both of their discussions. The Dreyfus account of skill acquisition and current psychological research on expertise will help to correct these errors. (shrink)

Julia Annas is one of the few modern writers on virtue that has attempted to recover the ancient idea that virtues are similar to skills. In doing so, she is arguing for a particular account of virtue, one in which the intellectual structure of virtue is analogous to the intellectual structure of practical skills. The main benefit of this skill model of virtue is that it can ground a plausible account of the moral epistemology of (...) class='Hi'>virtue. This benefit, though, is only available to some accounts of virtue. Annas claims that Aristotle rejects this skill model of virtue, and so the model of virtues as a skill that Annas endorses for the modern virtue theory is Socratic. This paper argues that while Aristotle rejects the Socratic model of virtue as a skill, he does not reject the model of virtue as a skill altogether. Annas has mischaracterized Aristotle's position on the skill model, because she has not recognized that Aristotle endorses a different account of the structure of skill than the one put forth by Socrates. In addition, recent research on expertise provides an account of skills very much at odds with the description of skills offered by Annas, but similar to the account endorsed by Aristotle. Contrary to Annas, not only is the skill model of virtue compatible with a neo-Aristotelian account of virtue, but it also appears that basing a skill model of virtue on a Socratic account of virtue is likely to prove unsuccessful. (shrink)

Virtue epistemology is new in one sense but old in another. The new tradition starts with figures such as Code, Greco, Montmarquet, and Zagzebski. The old tradition has its pedigree in Plato, Aristotle, Aquinas, and their modern interpreters such as Anscombe and MacIntyre. Virtue epistemology recognizes that knowledge is something we value and that propositional knowledge requires intellectual virtues, that is to say, virtues as applied to the intellect. Although much pioneering work in the new tradition has been (...) done on propositional knowledge, comparatively little in it has been done on know-how. This is surprising, because one might naturally think of know-how as something to be refined into a skill, and virtues may be thought of as skills. In the modern epistemological tradition that does not take its direction from virtue ethics, propositional knowledge, as opposed to know-how, has received by far the bulk of the discussion, although since Ryle first argued that knowhow is not always propositional knowledge, there has been a fairly recent resurgence of interest in know-how.We value intellectual virtues because they are skills that promote our flourishing, both as individuals and as members of a community. The intellectual virtues are truth- seeking virtues and stem from a love of the truth. Since love is itself a virtue - indeed it was what Tyndale called the greatest Christian virtue before the King James translation renamed it as charity—it may be seen as the virtue that motivates all other intellectual virtues. A commitment to the truth is presupposed by any intellectual virtue. For example, logic is important to a community, and in particular to the intellectual community, not only because there are rules governing the activity of logic but also because there are those within the community who are trustworthy in following the activity and because there are publically accepted standards of accountability in the way the activity of logic is practiced. Here is how we will proceed. In section 2 we sketch a metaphysics of natural purposes that supports the claim that there are objective goods that beings need qua the kinds of being they are in order to flourish. In section 3 we argue that flourishing includes the acquisition of virtues. We give a general account of virtue, roughly as a stable disposition to act upon a habit elevated to a skill of putting one’s know-how into practice that springs from one’s motivation to pursue what one perceives as good. In section 4 we give a general sketch of intellectual virtues as truth-seeking virtues that stem from a love of the truth that are the skills to flourish intellectually. In section 5 we discuss connaturality, namely those specific metaphysical accidents readily acquired by beings due to their first nature. We make an original distinction between ontological connaturality, namely the connaturality that belongs to animals qua beings of a certain kind, and habitual connaturality, namely our first natures suffused with virtues—or vices, although we will concentrate only on virtues. Habitual connaturality is acquired through the practice of virtue and involves perceptiveness awakened by the possession of the virtue in question. The knowledge arising from this form of connaturality may be a form of know-how. In section 6 we give an account of connatural apprehension and connatural propositional knowledge. In section 7 we discuss connatural know-how and argue that it makes certain virtues possible. At this point we will have shown that intellectual and moral virtues are informed by know-how. In sections 8 and 9 we give analyses of know-how and skill in terms of counterfactual success. We show how skill is a refined form of know-how and how both know-how and skill are informed by moral and intellectual virtues. We conclude in section 10 that know-how informs intellectual and moral virtues in the sense that virtue is to be elucidated in terms of skill, which is in turn to be elucidated in terms of know-how. Moreover, virtues inform know-how in the sense that know-how is to be elucidated in terms of intellectual and moral virtues. No circularity arises because different virtues and different forms of know-how are involved. (shrink)

One approach to understanding moral virtues is to compare them with practical skills, since both involve learning how to act well. This paper inquires whether this approach can be extended to intellectual virtues. The relevance of the analogy between virtues and skills for virtue epistemology can be seen in two prominent discussions of intellectual virtues and skills. Linda Zagzebski has argued that intellectual virtues can be modeled on moral virtues, and that a key component of virtue being understood (...) as a “success” term is that virtues are associated with skills. However, she explicitly rejects the stronger claim that virtues can be understood as skills. Julia Annas defends the idea that virtues are skills, and she uses this conception of virtue to argue that Zagzebski’s project fails because of a key difference between the two types of virtue. This paper argues that a skill model of virtue can support modeling intellectual virtues on ethical virtues, contrary to the claims made by Zagzebski and Annas. There are a variety of misconceptions about skills that have led to errors in both of their discussions. The Dreyfus account of skill acquisition and current psychological research on expertise will help to correct these errors. (shrink)

Today it is widely recognized that we face urgent and serious environmental problems and we know much about them, yet we do very little. What explains this lack of motivation and change? Why is it so hard to change our lives? This book addresses this question by means of a philosophical inquiry into the conditions of possibility for environmental change. It discusses how we can become more motivated to do environmental good and what kind of knowledge we need for this, (...) and explores the relations between motivation, knowledge, and modernity. After reviewing a broad range of possible philosophical and psychological responses to environmental apathy and inertia, the author argues for moving away from a modern focus on either detached reason and control or the natural, the sentiments, and the authentic, both of which make possible disengaging and alienating modes of relating to our environment. Instead he develops the notion of environmental skill: a concept that bridges the gap between knowledge and action, re-interprets environmental virtue, and suggests an environmental ethics centered on experience, know-how and skillful engagement with our environment. The author then explores the implications of this ethics for our lives: it changes the way we think about, and deal with, health, food, animals, energy, climate change, politics, and technology. (shrink)

Epistemology uses some concepts that are usually understood as normative and evaluative. In recent years a lively debate has unfolded about the nature of epistemic normativity. This book explores the role of ethical factors in Bernard Lonergan’s model of epistemic normativity in the categories and terminology of the contemporary debate. Author offers a reconstruction of Lonergan’s model of epistemic evaluation, epistemic value, and epistemic responsibility, and its interpretation in a critical dialog with the virtue–epistemological models of epistemic normativity. He (...) argues that Lonergan’s model of epistemic normativity is in broad agreement with the virtue responsibilist model, and that they can share similar explanatory and defence strategies. He also indicates the relevance and the specific contribution of Lonergan’s cognitional theory and transcendental method for the study of epistemic normativity in general. (shrink)

The Skillfulness of Virtue provides a new framework for understanding virtue as a skill, based on psychological research on self-regulation and expertise. Matt Stichter lays the foundations of his argument by bringing together theories of self-regulation and skill acquisition, which he then uses as grounds to discuss virtue development as a process of skill acquisition. This account of virtue as skill has important implications for debates about virtue in both virtue ethics and virtue (...) epistemology. Furthermore, it engages seriously with criticisms of virtue theory that arise in moral psychology, as psychological experiments reveal that there are many obstacles to acting and thinking well, even for those with the best of intentions. Stichter draws on self-regulation strategies and examples of deliberate practice in skill acquisition to show how we can overcome some of these obstacles, and become more skillful in our moral and epistemic virtues. (shrink)

Recent reflection on the professional knowledge of teachers has been marked by a shift away from more reductive competence and skill-focused models of teaching towards a view of teacher expertise as involving complex context-sensitive deliberation and judgement. Much of this shift has been inspired by an Aristotelian conception of practical wisdom also linked by Aristotle to the development of virtue and character. This has in turn led recent educational philosophers and theorists – inspired by latter-day developments in virtue (...) ethics and virtue epistemology – to investigate the contribution of various forms of virtue to the effective practice of teaching. In this light, the present paper undertakes further exploration of the logical geography of virtue, character and practical deliberation in teaching. (shrink)

Though concerned with knowledge, this article begins with unknown political events that are ignored by the culture and educational practices of the societies in whose name the events took place. The questions that these events raise indicate a relation of epistemology with ethics and education that complicates some theoretical and managerial attitudes to knowledge. This relation, along with Richard Smith’s notion of knowingness, will frame an exploration of virtue-epistemologies that contests epistemic exaggerations of the knower as accomplished virtuous character. (...) The article emphasizes the need for a normative epistemology that critically invigorates the educational aim of transmitting knowledge and submits it to ethico-political considerations. (shrink)

This paper applies a virtue epistemology approach to using the Internet, as to improve our information-seeking behaviours. Virtue epistemology focusses on the cognitive character of agents and is less concerned with the nature of truth and epistemic justification as compared to traditional analytic epistemology. Due to this focus on cognitive character and agency, it is a fruitful but underexplored approach to using the Internet in an epistemically desirable way. Thus, the central question in this paper is: How to (...) use the Internet in an epistemically virtuous way? Using the work of Jason Baehr, it starts by outlining nine intellectual or epistemic virtues: curiosity, intellectual autonomy, intellectual humility, attentiveness, intellectual carefulness, intellectual thoroughness, open-mindedness, intellectual courage and intellectual tenacity. It then explores how we should deploy these virtues and avoid the corresponding vices when interacting with the Internet, particularly search engines. Whilst an epistemically virtuous use of the Internet will not guarantee that one will acquire true beliefs, understanding or even knowledge, it will strongly improve one’s information-seeking behaviours. The paper ends with arguing that teaching and assessing online intellectual virtues should be part of school and university curricula, perhaps embedded in critical thinking courses, or even better, as individual units. (shrink)

This paper addresses one of the three main themes of Neville's The Goodness Is One, Its Manifestations Many: Whether Confucian ethics can be appropriately characterized as a virtue ethics. It first examines some unique features of virtues ethics, concluding that Confucian ethics may be plausibly regarded as a virtue ethics. Then it shows that virtue ethics is immune to the two diseases that Neville worries about: subjectivism and individualism. Finally, it argues that what Neville regards as salient (...) features of Confucian ethics, (1) situationism, (2) attention to knowledge and skills beyond virtues, and (3) consequentialism of principle, can all be kept intact when it is characterized as a virtue ethics. (shrink)

Virtue epistemologists like Ernest Sosa and John Greco have attempted to explain why knowledge is more valuable than mere true belief. In this talk I demonstrate that both of their accounts fail so profoundly that it is difficult to see how virtue epistemology alone contains the resources to explain the value of knowledge. According to the virtue theoretic approach, knowledge is a kind of success from ability. Knowledge constitutes a competent epistemic performance, and some performances are better (...) than others; not better because they are more accurate, but better because they exhibit the skill of the performer. It is in this way that the performance of knowledge is better than the lucky success of mere true belief. I will show that the Sosa/Greco model entails the false result that the blind review of scholarship should be abolished. This entailment is, by modus tollens, a counterexample to their view. Since it is often held that a comprehensive theory of knowledge ought to explain the value question, the failure of virtue epistemology to do so is a black mark against the virtue approach altogether. (shrink)

There is a clean image of knowledge transmission between thinkers that involves sincere and reliable speakers, and hearers who carefully assess the epistemic credentials of the testimony that they hear. There is, however, a murkier side to testimonial exchange where deception and lies hold sway. Such mendacity leads to sceptical worries and to discussion of epistemic vice. Here, though, I explore cases where deceit and lies are involved in knowledge transmission. This may sound surprising or even incoherent since lying usually (...) involves saying something that is false. Even if a liar unwittingly tells the truth, those believing their testimony would not acquire knowledge. In §1, however, I suggest a range of examples where lies can be used to transmit knowledge. The kinds of cases upon which I focus are those involving ‘engineered knowledge’, where a speaker skilfully manipulates another into having a true belief. Such cases are epistemologically significant for several reasons. First, they are counter-examples to a range of widely held assumptions about knowledge. We have, for example, cases where sincerity is not necessary for knowledge transmission, where there is knowledge from falsehood, and, as we shall discuss in §2, knowledge that is fragile or not safe. Second, in §3 and §4 I suggest that engineered knowledge is best captured by a virtue theoretic approach to testimonial transmission. (shrink)

Since the publication of Edmund Gettier's challenge to the traditional epistemological doctrine of knowledge as justified true belief, Roberts and Wood claim that epistemologists lapsed into despondency and are currently open to novel approaches. One such approach is virtue epistemology, which can be divided into virtues as proper functions or epistemic character traits. The authors propose a notion of regulative epistemology, as opposed to a strict analytic epistemology, based on intellectual virtues that function not as rules or even as (...) skills but as habits of the heart. To that end, they divide the task of clarifying and expounding their notion in the book's two parts.In the first part, Roberts and Wood examine various components that constitute their notion of regulative epistemology. The first are the epistemic goods or goals that drive the epistemic process. What is needed, claim Roberts and Wood, is an enriched notion of these goods rather than the restricted notion of justified true belief. Epistemic agents are more than calculating devices in that …. (shrink)

This essay defends a novel form of virtue epistemology: Modal Virtue Epistemology. It borrows from traditional virtue epistemology the idea that knowledge is a type of skillful performance. But it goes on to understand skillfulness in purely modal terms — that is, in terms of success across a range of counterfactual scenarios. We argue that this approach offers a promising way of synthesizing virtue epistemology with a modal account of knowledge, according to which knowledge is safe (...) belief. In particular, we argue that the modal elements of the view offer important advantages over traditional virtue epistemology, which assigns a central explanatory role to aptness. At the same time, the virtue epistemological elements of the theory reveal new avenues for overcoming obstacles to traditional modal accounts of knowledge. Finally, we highlight the advantages of Modal Virtue Epistemology over alternative syntheses, such as Pritchard's (2012) hybrid approach. (shrink)

Linda Zagzebski makes a compelling and many-faceted case for the primacy of virtue in both epistemology and ethics, and for the thesis that "epistemic evaluation just is a form of moral evaluation". Along the way, she explores a variety of theoretical problems in both ethics and epistemology, advancing promising new analyses and solutions. For a work of contemporary epistemology, Virtues of the Mind is uncommonly readable, relevant, and historically informed—and Zagzebski manages all this without sacrificing depth or rigor. Specialists (...) and nonspecialists alike will find it a rewarding study. (shrink)

Uncertainty can’t be understood without taking into account both properties of the problem situation and agent’s knowledge about it. The correspondence of knowledge and situation of decision-making is crucial for understanding the onto-epistemological nature of uncertainty. At the same time, this correspondence is the key topic in virtue epistemology, especially in its ‘non-classical’, regulatory, branch, related to works of R. Roberts and W.J. Wood. In this article, genetic consultation is chosen as an example of such a problematic situation since (...) a doctor and a patient explicitly deal with the uncertainty of genetic risks. The problems of communication and joint decision-making in the context of medical-genetic consultation are comprehensively described in bioethics. At the same time, its social dimension is limited to the direct interaction of two individual agents, that allows us to use it as a model for constructing the ethics of uncertainty. In this article, four forms of uncertainty are identified: descriptive, normative and radical uncertainties, and translation uncertainty. Referring to the approaches of virtue epistemology, the author brings each of these forms into conformity with the proposed regulatory principle. The regulations assume that generating or disseminating knowledge under conditions of uncertainty require taking into account the incompleteness of the presented model of reality in its four aspects. A modelled fragment of reality could change in a predictable (descriptive uncertainty) or unexpected (radical uncertainty) way. The goals and values of a model’s user can not be hierarchically ordered, and may also change in the future (normative uncertainty). User’s interpretations of the model may be diverse, and can never be strictly defined by the intentions of the model’s author (indeterminancy of translation, or uncertainty whether success of co-reference is achieved). (shrink)

According to Sosa, knowledge is apt belief, where a belief is apt when accurate because adroit. Sosa :465–475, 2010; Judgment and agency, Oxford University Press, Oxford, 2015) adds to his triple-A analysis of knowledge, a triple-S analysis of competence, where a complete competence combines its seat, shape and situation. Much of Sosa’s influential work assumes that epistemic agents are individuals who acquire knowledge when they hit the truth through exercising their own individual skills in appropriate shapes and situations. This paper (...) explores an extension of Sosa’s framework to a social setting in which groups constitute epistemic agents over and above their individual members. The claim is that groups can be ascribed knowledge in virtue of hitting the truth through exercising their competences in appropriate shapes and situations. While knowledge at the collective level may diverge from knowledge at the individual level, the competences of groups are nothing over and above the combined competences of their members. The ensuing view thus has implications for the debate over reduction and supervenience in collective epistemology. (shrink)

The ‘virtue as skill’ thesis is gaining traction lately both in virtue ethics and virtue epistemology, and a significant part of that is due to Julia Annas’s work in reviving this thesis from the ancient Greeks.2 As Annas has argued, “[t]he intuitive appeal of the ancient skill analogy for virtue rests on the idea that one practical activity – acting well – is like another prominent practical activity, working well.”3 I will be adding to the development (...) of the ‘virtue as skill’ thesis, by grounding an account of skill within the larger framework of the psychological research on self-regulation, as skill acquisition is essentially a sophisticated form of self-regulation. This approach can shed further light on the nature of skill and thereby virtue. (shrink)

The concept of tact has so far received only little theoretical attention. The present article suggests three levels on which the idea of tact may be approached: (1) The epistemological problem: the etymology of the term ?tact? is taken seriously, namely its relation to the sense of touch and tactility. An analysis of the position of touch in the ranking of the five senses according to various parameters is shown to be highly relevant to the understanding of the idea of (...) tact. (2) The logical problem: tact is described as a skill which cannot be exhausted in the knowledge of principles or general rules. Like ?judgment? it is concerned with the particular, with sensitivity (analogical to that of the sense of touch) to the uniqueness of a human situation. (3) The ethical problem: tact is shown to lie between ethics and etiquette, that is to say it is more than just a rule of politeness or good manners, but it is ?less? than a fully fledged moral duty or principle. Its position between the obligatory and the merely conventional opens the way to characterize it as supererogatory. (shrink)

An overview is presented of what I take to be the role of the intellectual virtues within the epistemological enterprise. Traditionally, the theory of knowledge has been thought to be central to the epistemological project, but since, as I explain, the intellectual virtues aren’t required for knowledge, this might suggest that they have only a marginal role to play in epistemological debates. I argue against this suggestion by showing how the intellectual virtues are in fact crucial to several core epistemological (...) topics, including the nature of inquiry, epistemic axiology and our understanding of ignorance. (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)

Despite the prominence of the concept of virtue in contemporary ethical theory, accounts of virtue have often left readers with the impression that the virtuous person is an unattainable ideal or is just psychologically implausible. This article argues that reviving the ancient Greek idea that virtues are like practical skills can help provide a more plausible account of virtue and the virtuous person. The moral knowledge of the virtuous person is analogous to the practical knowledge of the (...) expert in a skill. Instead of relying on a reconstruction of an ancient account of skills for the comparison to virtue, this paper adapts a modem account of skill acquisition developed by Hubert and Smart Dreyfus in their research on artificial intelligence and human expertise. The skill model of virtue offers a promising direction for virtue theory, by using the research on skills to illuminate the otherwise murky concept of virtue. (shrink)

Champions of virtue ethics frequently appeal to moral perception: the notion that virtuous people can “see” what to do. According to a traditional account of virtue, the cultivation of proper feeling through imitation and habituation issues in a sensitivity to reasons to act. Thus, we learn to see what to do by coming to feel the demands of courage, kindness, and the like. But virtue ethics also claims superiority over other theories that adopt a perceptual moral epistemology, (...) such as intuitionism – which John McDowell criticizes for illicitly “borrow[ing] the epistemological credentials” of perception. In this paper, I suggest that the most promising way for virtue ethics to use perceptual metaphors innocuously is by adopting a skill model of virtue, on which the virtues are modeled on forms of practical know-how. Yet I contend that this model is double-edged for virtue ethics. The skill model belies some central ambitions and dogmas of the traditional view, especially its most idealized claims about virtue and the virtuous. While this may be a cost that its champions are unprepared to pay, I suggest that virtue ethics would do well to embrace a more realistic moral psychology and a correspondingly less sublime conception of virtue. (shrink)

In this thesis I discuss the epistemological problems Socrates' faces as he inquires in the early Platonic dialogues into the nature of virtue , the way these problems are brought to a head in the Meno, and the way in which Plato resolves them in the Phaedo. ;I argue that Socrates conducts his investigation on the assumption that a human being will be virtuous, and happy, if and only if he is successful in instilling in his soul the arrangement (...) that is objectively proper for it. To do that he must improve his epistemic standing in quite a specific way: he must come to know in a substantive and practically efficacious way what is good and bad in general. Possession of this knowledge, in addition to being what it is to instill virtue in one's soul, is also the necessary and sufficient condition for one's happiness. ;I then argue that recent claims that Socrates distinguishes between different epistemic standards and that he disavows knowledge in a strict, but not in a weaker, sense are versions of the Insincerity Thesis . The Insincerity Thesis lacks philosophical motivation, and textual support. ;In the light of this, Meno's challenge in the Meno becomes a real, not a sophistical, problem, given the Socratic connections between being virtuous, knowing what virtue is in a substantive way, and being able to give in account of what one knows. The final solution is delivered in the Phaedo: There is an ontological affinity between us qua souls and the constitutive elements of the world, the ethical world included, on the basis of which we are epistemically able to carve the world at its natural joints. (shrink)

Philosophers of sport seem to have lived happily with the idea that the knowledge in sporting skills is knowing how. In traditional epistemology, knowing how does not qualify to be knowledge proper since knowledge is a question of whether a belief is true and justified. Unless knowing how is a special case of knowing that, it is not knowledge. The argument for such an identification arises saying that a former expert in tennis has tennis know-how, although she cannot perform skillfully. (...) If we do not need ability to perform a skill and still have know-how, it seems reasonable to say that know-how is a type of knowing that. With such a move, skills are perhaps not identical to know-how. Are we then left with the idea that there isn’t any knowledge in sporting skills? If we stick with the idea that a fine forehand is indeed an able forehand, the question of what knowledge skills contain remains. This article aims to discuss and shed light on issues related between knowledge, knowing h... (shrink)

Since the publication of Edmund Gettier's challenge to the traditional epistemological doctrine of knowledge as justified true belief, Roberts and Wood claim that epistemologists lapsed into despondency and are currently open to novel approaches. One such approach is virtue epistemology, which can be divided into virtues as proper functions or epistemic character traits. The authors propose a notion of regulative epistemology, as opposed to a strict analytic epistemology, based on intellectual virtues that function not as rules or even as (...) skills but as habits of the heart. To that end, they divide the task of clarifying and expounding their notion in the book's two parts.In the first part, Roberts and Wood examine various components that constitute their notion of regulative epistemology. The first are the epistemic goods or goals that drive the epistemic process. What is needed, claim Roberts and Wood, is an enriched notion of these goods rather than the restricted notion of justified true belief. Epistemic agents are more than calculating devices in that …. (shrink)

The ancient Greeks almost universally accepted the thesis that virtues are skills. Skills have an underlying intellectual structure (logos), and having a particular skill entails understanding the relevant logos. possessing a general ability to diagnose and solve problems (phronesis). as well as having appropriate experience. Two implications of accepting this thesis for moral epistemology and epistemology in general are considered. Thinking of virtues as skills yields a viable virtue epistemology in which moral knowledge is a species of a general (...) kind of knowledge that is not philosophically suspect. Also, the debate between internalists and externalists in epistemology is subversively resolved as moot by adopting this strategy: the locus of justification for a belief is in the nature of skill. Thus, the contingent fact that some skills allow Homo Sapiens an ‘internal access’. while others do not, is theoretically neutral when considering the nature of justification per se. (shrink)

Buoyed by research in philosophy and moral psychology, virtue ethics has become increasingly influential in the literature. This renewed attention has also led to the development of the situationist challenge: empirical studies undermine the idea that we possess character traits that allow us to act virtuously across contexts. A promising reply to the situationist challenge is that we should not conceive of virtues as traits. Instead, we should conceive of them as expert skills. Here, I raise a new challenge (...) for those who go in for the (s)kill against situationism. Expert skills are brittle, rather than flexible or robust. They typically develop in narrow ways and can falter in novel situations. Experts also sometimes perform worse than novices in novel situations. Such findings present a problem for the virtue-as-skill thesis. Someone who will help others only in narrow contexts or who causes more harm than good does not exemplify virtue. The brittleness of expert skills means that virtue theorists must either (a) abandon the idea that virtues explain behaviour across contexts or (b) abandon the idea that virtues are expert skills. It’s brittle virtue or bust – you can’t teach an old dogma new skills. (shrink)

The article summarizes the main developments in virtue epistemology and reacts to the challenges faced by the discipline. This new trend in analytic epistemology emerges as a synthesis of a number of directions (metaethics, social epistemology, metaphilosophy and experimental philosophy). On the one hand, it attempts to overcome some weaknesses of classical epistemology and, on the other hand, it performs this on the same basis, retaining the classical understanding of knowledge as justified true belief. It was dubbed “virtue (...) epistemology” since it focuses on restoration of the normative approach and on the opposition to Quine’s naturalism. It explores intellectual virtues like epistemology explores knowledge claims though emphasizing their subject-dependent nature. It is the cognitive agent who provides a foundation for intellectual virtues no matter whether they are understood as cognitive ability or mental traits. However, the most researchers take epistemic virtues as individual mental states available through introspection, and the entire analysis in fact boils down to the articulation of virtue intuitions in the cognitive process. For those intuitions, thought experiments serve as a test simulating everyday cognitive situations. Still, in the context of virtue epistemology some alternative approaches arise, contributing significant revisions to the subject matter and the methods of analytical epistemology. A collective agent replaces an individual one, and knowledge engages in an integral subject-object and subject-subject context. Normativism mitigates its opposition to naturalism, enabling the utilization of the empirical data from the social sciences and humanities. As a result, a dialogue of virtue epistemology with the philosophy and ethics of science gets the chance. (shrink)

Standard characterizations of virtue epistemology divide the field into two camps: virtue reliabilism and virtue responsibilism. Virtue reliabilists think of intellectual virtues as reliable cognitive faculties or abilities, while virtue responsibilists conceive of them as good intellectual character traits. I argue that responsibilist character virtues sometimes satisfy the conditions of a reliabilist conception of intellectual virtue, and that consequently virtue reliabilists, and reliabilists in general, must pay closer attention to matters of intellectual character. (...) This leads to several new questions and (...) challenges for any reliabilist epistemology. (shrink)

This article traces a growing interest among epistemologists in the intellectuals of epistemic virtues. These are cognitive dispositions exercised in the formation of beliefs. Attempts to give intellectual virtues a central normative and/or explanatory role in epistemology occur together with renewed interest in the ethics/epistemology analogy, and in the role of intellectual virtue in Aristotle's epistemology. The central distinction drawn here is between two opposed forms of virtue epistemology, virtue reliabilism and virtue responsibilism. The article develops (...) the shared and distinctive claims made by contemporary proponents of each form, in their respective treatments of knowledge and justification. (shrink)

Despite the prominence of the concept of virtue in contemporary ethical theory, accounts of virtue have often left readers with the impression that the virtuous person is an unattainable ideal or is just psychologically implausible. This article argues that reviving the ancient Greek idea that virtues are like practical skills can help provide a more plausible account of virtue and the virtuous person. The moral knowledge of the virtuous person is analogous to the practical knowledge of the (...) expert in a skill. Instead of relying on a reconstruction of an ancient account of skills for the comparison to virtue, this paper adapts a modem account of skill acquisition developed by Hubert and Smart Dreyfus in their research on artificial intelligence and human expertise. The skill model of virtue offers a promising direction for virtue theory, by using the research on skills to illuminate the otherwise murky concept of virtue. (shrink)

A response to Christopher Preston's book "Grounding Knowledge" (2003). I first argue that Preston’s work strongly suggests that epistemologists would do well to re-examine and pay greater attention to ‘knowledge how’. Second, I briefly consider several of Preston’s proposals (concerning the importance of place to our cognitive lives) through the lens of contemporary virtue epistemology and suggest how Preston’s work might inform and shape theorizing in this area. Finally, I turn to a set of potential questions for Preston, focusing (...) in particular on his proposal that we ought to preserve a wide range of places inorder to allow for an epistemically valuable cognitive diversity. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Intellectual Ethics of Revealed Truth:A Thomistic ApproachRoger PouivetIAt the beginning of the Summa contra gentiles [SCG], Thomas Aquinas says that "we must first show what way is open to us in order that we may make known the truth which is our object" (SCG I, ch., 3, no. 1).1 To question ourselves in this way is to do what we, today, call epistemology. So, in my opinion, in (...) the first chapters of the SCG, Aquinas examines questions belonging to the so-called "Epistemology of religious beliefs."2 Aquinas wonders how we may have the right to claim that God exists and what his attributes are, and to believe the revealed truths.So understood, epistemology of religious beliefs is part of what I will call "intellectual ethics." It is less about beliefs themselves—to know whether or not they are justified—than about believers, about persons and their intellectual virtues. Do they have a blameless and even a superior intellectual life? Or, are they immoral in having received their religious beliefs in the way that they did? In particular, it raises as a central question whether it is consistent with intellectual virtue for a person to receive beliefs by revelation, that is in the name of God. Is it possible to receive truths from the divine external source and donor, through the biblical text itself, or even through those who are purportedly in charge of manifesting the Word of God, and be an epistemologically virtuous, irreproachable person? [End Page 1289]My hypothesis is that the opening chapters of the SCG may be viewed as a step into the field of intellectual ethics examining the acquisition of religious beliefs from the perspective of intellectual virtue and defending the legitimacy of certain intellectual attitudes.IILet us distinguish two accounts of epistemology. What we may call an "epistemology of justification" deals with the norms or rules whose observance ensures the justification of our beliefs and the legitimacy of our claims to knowledge. It does not concern itself with the norms of behavior of a seeker after knowledge, but rather with the question whether what someone believes or claims is backed by evidence; and it debates what does or does not count as evidence and which are the rules by means of which evidence may support, or fail to support, beliefs or knowledge claims. Such an epistemology likewise concerns itself with the reflective control that we exert over our beliefs.In the second account, epistemology explores intellectual virtues as qualities of character. Our epistemic life is laudable when our acquisition of beliefs depends upon these virtues. However, in the perspective that we find in Aquinas, virtues are not understood simply as skills (or competences) that ensure that we arrive at beliefs that are justified by evidence, in the usual meanings given to that term. So, this second account of which I speak here differs from so-called "virtue reliabilism," for which, ultimately, virtues are simply faculties functioning properly for the maximization of our knowledge.3 An "epistemology of intellectual virtues" in a Thomistic approach addresses the question of what a "good epistemic life" is. So, it is not intended to define justification or knowledge to indicate what are the right rules (as in an epistemology of justification) to control beliefs, or even not what are the right procedures (as in an epistemology of skills) to acquire beliefs.In epistemology of the first type, the main epistemic commandment to persons is to believe only on the basis of sufficient evidence. It is essential that this evidence be recognized internally, through an examination of the reasons to believe. Any defense of the legitimacy of revealed beliefs or of any claim to know through revelation will prove, on this basis, utterly [End Page 1290] implausible, and so epistemically blameworthy. Revealed beliefs suppose our complete intellectual dependence upon an external source. We are not in the position to exert any internal control. The standard of such control would itself be received from the same source, and not grounded in our own epistemological initiative. So, in modern epistemology, the primacy of the rule of evidence has led to religious beliefs being deemed to... (shrink)

IN THE INTRODUCTION TO HIS STUDY of contemporary epistemology, Alvin Plantinga asserts that the “ahistoricism” of analytic philosophy has proven an impediment to progress in epistemology; what we need, he urges, is “history and hermeneutics.” In its turning to history, epistemology is beginning to resemble recent ethical theory, which has readily availed itself of the history of philosophy as a means of enriching its discourse and circumventing seemingly insoluble debates. There are other similarities between contemporary epistemology and recent ethical theory. (...) The standard division in contemporary epistemology pits internalism against externalism. The former demands that individuals have cognitive access to the justifying conditions of their belief and that the belief be formed in accord with appropriate rules. The latter drops the requirement of internal access but demands that a belief be formed by a process, reliably aimed at the production of truth. Internalism’s accentuation of epistemic rights and duties calls to mind ethical deontology, while the externalist emphasis on the production of true beliefs is akin to moral consequentialism. Lately, virtue epistemology has emerged to counter the two dominant theories of knowledge, just as virtue ethics arose as an alternative to deontology and utilitarianism. (shrink)

This dissertation argues that knowledge is best understood as a true belief acquired through the manifestation of intellectually virtuous performance. I argue that intellectually virtuous performance requires intellectual responsibility but not a characteristic motivation. I distinguish my view from other conceptions of intellectual virtues; particularly the virtue reliabilism of Ernest Sosa and John Greco and the virtue responsibilism of Linda Zagzebski. I argue that intellectual virtues are best understood along the lines of Aristotlean skills by looking at various (...) puzzles in epistemology and showing how this view can make more progress in solving these puzzles than its competitors. (shrink)

This chapter considers epistemology to look at the four sorcerers who were once students of the Ancient One: Jonathan Pangborn, Kaecilius, Mordo, and Doctor Stephen Strange. In the 2016 film Doctor Strange, the Book of Cagliostro is a repository of forbidden knowledge of dark magic. The notion of “forbidden knowledge” is deeply ingrained in the collective consciousness. By contrast to the practicality of reliabilism, responsibilism emphasizes the ethical aspect of the acquisition of knowledge, demanding not only that it be acquired (...) well but virtuously. According to contemporary philosopher James Montmarquet, there are three character traits that are conducive to being epistemically virtuous in this sense: impartiality, courage, and the ability to unite these two in proper ways. Though none of the Ancient One's students display perfect intellectual virtue, Doctor Strange ultimately comes closest to the virtues of impartiality and intellectual courage in their proper balance. (shrink)

In Judgment and Agency, Ernest Sosa takes “reliabilist” virtue epistemology deep into “responsibilist” territory, arguing that “a true epistemology” will assign “responsibilist-cum-reliabilist intellectual virtue the main role in addressing concerns at the center of the tradition.” However, Sosa stops short of granting this status to familiar responsibilist virtues like open-mindedness, intellectual courage, and intellectual humility. He cites three reasons for doing so: responsibilist virtues involve excessive motivational demands; they are quasi-ethical; and they are best understood, not as constituting (...) knowledge, but rather as putting one “in a position” to know. I elaborate on and respond to each of these concerns. I argue that none of them provides Sosa with a good reason for excluding responsibilist virtues from occupying a central role in his reliabilist virtue epistemology. I conclude that Sosa owes virtue responsibilism an even wider embrace. (shrink)

Intellectual virtues are an integral part of adequate environmental virtue ethics; these virtues are distinct from moral virtues. Including intellectual virtues in environmental virtue ethics produces a more fine-grained account of the forces involved in environmental exploration, appreciation, and decision making than has been given to date. Intellectual virtues are character traits that regulate cognitive activity in support of the acquisition and application of knowledge. They are virtues because they further the human quest for knowledge and true belief; (...) possessing these traits improves us epistemically. Five intellectual virtues illustrate the nature and relevance of intellectual virtues to environmental ethics: thoroughness, temporal/structural sensitivity, flexibility, intellectual trust, and humility. While these virtues share many features of the moral virtues, there are differences between them that have practical implications and give sound reasons for considering these two types as distinct kinds. Intellectual virtues bear a structural relation to knowledge that moral virtues do not, and it is this epistemological stamp that sets them apart. Additionally, the two types of virtue can be possessed independently of one another. Ideally, intellectual virtues will combine with moral virtues such as respect, compassion, and humility to facilitate environmentally respectful behavior. The moral and intellectual virtues are thus importantly distinct and mutually reinforcing. Both should be present in a truly excellent human being, and both have a role to play in fully developed environmental virtue ethics. (shrink)

This book offers a unified collection of published and unpublished papers by Robert Audi, a renowned defender of the rationalist position in ethics. Taken together, the essays present a vigorous, broadly-based argument in moral epistemology and a related account of reasons for action and their bearing on moral justification and moral character. Part I details Audi's compelling moral epistemology while Part II offers a unique vision of ethical concepts and an account of moral explanation, as well as a powerful model (...) of moral realism. Part III extends this account of moral explanation to moral responsibility for both actions and character and to the relation between virtue and the actions that express it. Part IV elaborates a theory of reasons for action that locates them in relation to three of their traditionally major sources: desire, moral judgment, and value. Clear and illuminating, Audi's introduction outlines and interconnects the self-contained but cumulatively arranged essays. It also places them in relation to classical and contemporary literature, and directs readers to large segments of thematically connected material spread throughout the book. Audi ends with a powerfully synthetic final essay. (shrink)