How do people acquire modesty? A simple answer is: if people see that modesty is a worthy trait, they will incorporate it into their character. However, sometimes the knowledge that one is modest would undermine one’s modesty. So, Driver claims that the modest person must not know his merits. If we are to accept Driver’s claim, it would be difficult for us to conceive how learners can consciously acquire this virtue. In response, Bommarito puts forward a more moderate claim. The (...) modest person does not need to be ignorant of his good qualities; even if he knows about them, he must not pay attention to them. Bommarito’s explanation opens a space for Asian philosophers to engage in the debate. Asian philosophers generally emphasize the importance of practice and how practitioners must attend to the state of their consciousness so that they are not carried away by their desires. With regard to this, I put forward two ideas in this paper. First, I propose a third account of modesty, the knowledge account. I argue that modesty, in its worthy form, requires an agent’s understanding of his temptations and weaknesses. Second, I will explain the Confucian view of moral education in regard to this discussion. I introduce strategies regarding learners’ acquisition of virtues, including self-cultivation and cultivation through following rituals in interpersonal affairs. I believe that the Confucian view of moral education would enable agents to acquire virtues without the self-denial that troubles Driver and Bommarito. (shrink)

Humility is widely regarded as a moral excellence and telos, hence, openly inculcated-instructed. Character education in and for humility, however, sits uncomfortably against today’s pedagogical maxims such as self-esteem and self-assertiveness. This article looks into this and other tensions from the perspective of humility as experience (phenomenon) instead of humility as goal. Surveying humility qua experience can help us to understand how the mind directs toward objects of cognition with their content, meaning and axiology. Husserl’s phenomenology and its theory of (...) intuition suggests that humility is a personal belief (doxa) that moral agents construct out of their lived-experiences. Through iterations of similar lived-experiences, humility can become a habitus and, arguably, episteme. This process is detailed by intersecting experience of humility with intentionality, phenomenological reduction, and intersubjectivity. It is argued that, in contemporary education, ‘experience’ is widely accepted as learning content and teaching method. Humility as experience has significant implications for the main schools in curriculum studies, namely traditionalists, conceptualists and phenomenologists. This article claims that inculcating humility poses ethical challenges, and the role of education should instead be to explain and present to learners the phenomenological reality of humility. (shrink)

The novel coronavirus pandemic (COVID-19) has had far-reaching effects on public health around the world. Attempts to prevent the spread of the disease by quarantine have led to large-scale global socioeconomic disrup- tion. During the outbreak, public authorities and politicians have struggled with how to manage widespread ignorance regarding the virus. Drawing on insights from social epistemology and the emerging interdisciplinary field of ignorance studies, this article provides evidence that the temporality of non- knowing and its intersection with knowing is (...) a force that leads political decision-making during a crisis. Illuminating the epistemic analysis with statements given by the Finnish government to the media in decision- making documents and in press conferences, this paper proposes that a crisis situation, itself, seems to demand from political decision-makers dynamic action while simultaneously knowing little (‘non-knowing’) about the different fronts of tackling the pandemic. We conclude that non-knowing must be recognized explicitly as an enduring and central condition in deci- sion-making, which we call ‘epistemic humility.’. (shrink)

Unlike its moral and intellectual counterparts, the virtue of aesthetic humility has been widely neglected. In order to begin filling in this gap, I argue that Kant’s aesthetics is a promising resource for developing a model of aesthetic humility. Initially, however, this may seem like an unpromising starting point as Kant’s aesthetics might appear to promote aesthetic arrogance instead. In spite of this prima facie worry, I claim that Kant’s aesthetics provides an illuminating model of aesthetic humility that sheds light (...) not only on the self- and other-directed attitudes it involves, but also on how aesthetic humility can serve as a corrective to the vices of aesthetic arrogance and aesthetic servility. In addition to revealing the ways in which Kant’s aesthetics prizes humility rather than arrogance, I aim to show that the Kantian model of aesthetic humility can enrich our understanding of humility more generally and contribute to the on-going effort in aesthetics to analyse specific aesthetic virtues and vices. (shrink)

Epistemically immodest agents take their own epistemic standards to be among the most truth-conducive ones available to them. Many philosophers have argued that immodesty is epistemically required of agents, notably because being modest entails a problematic kind of incoherence or self-distrust. In this paper, I argue that modesty is epistemically permitted in some social contexts. I focus on social contexts where agents with limited cognitive capacities cooperate with each other (like juries).

Intellectual humility has attracted attention in both philosophy and psychology. Philosophers have clarified the nature of intellectual humility as an epistemic virtue; and psychologists have developed scales for measuring people’s intellectual humility. Much less attention has been paid to the potential effects of intellectual humility on people’s negative attitudes and to its relationship with prejudice-based epistemic vices. Here we fill these gaps by focusing on the relationship between intellectual humility and prejudice. To clarify this relationship, we conducted four empirical studies. (...) The results of these studies show three things. First, people are systematically prejudiced towards members of groups perceived as dissimilar. Second, intellectual humility weakens the association between perceived dissimilarity and prejudice. Third, more intellectual humility is associated withmoreprejudice overall. We show that this apparently paradoxical pattern of results is consistent with the idea that it is both psychologically and rationally plausible that one person is at the same time intellectually humble, epistemically virtuous and strongly prejudiced. (shrink)