In this paper, my goal is to use an epistemic injustice framework to extend an existing normative analysis of over-medicalization to psychiatry and thus draw attention to overlooked injustices. Kaczmarek has developed a promising bioethical and pragmatic approach to over-medicalization, which consists of four guiding questions covering issues related to the harms and benefits of medicalization. In a nutshell, if we answer “yes” to all proposed questions, then it is a case of over-medicalization. Building on an epistemic injustice framework, I (...) will argue that Kaczmarek’s proposal lacks guidance concerning the procedures through which we are to answer the four questions, and I will import the conceptual resources of epistemic injustice to guide our thinking on these issues. This will lead me to defend more inclusive decision-making procedures regarding medicalization in the DSM. Kaczmarek’s account complemented with an epistemic injustice framework can help us achieve better forms of medicalization. I will then use a contested case of medicalization, the creation of Premenstrual Dysphoric Disorder in the DSM-5 to illustrate how the epistemic injustice framework can help to shed light on these issues and to show its relevance to distinguish good and bad forms of medicalization. (shrink)

Since its 2007 publication, Miranda Fricker’s Epistemic Injustice has sparked a vigorous conversation in analytic philosophy about how social power corrodes individual’s epistemic capacities and distorts collective meaning-making in unjust ways. Yet for all its normative insights into social silencing, I argue that Fricker’s theorization of epistemic dysfunction remains too individualized, cognitivist, and dematerialized to account for racialized imaginaries. Rather than view racisms as normal and normative in racist cultures, Fricker frames identity-driven prejudice as a troubling aberration from otherwise unblemished (...) epistemic and moral norms. This leads her into adopting an overly voluntarist and idealist theory of social change that centres training better knowers rather than unmaking racialized worlds. Ultimately, I contend that we should return to a materialist theory of ideology, following the work of Stuart Hall. Doing so jettisons the narrow focus on individual epistemic failures and instead problematizes how certain social ideas consolidate and reproduce racial hierarchies. (shrink)

Social epistemology is the study of the social dimensions of knowledge or information. There is little consensus, however, on what the term "knowledge" comprehends, what is the scope of the "social", or what the style or purpose of the study should be. According to some writers, social epistemology should retain the same general mission as classical epistemology, revamped in the recognition that classical epistemology was too individualistic. According to other writers, social epistemology should be a more radical departure from classical (...) epistemology, a successor discipline that would replace epistemology as traditionally conceived. The classical approach could be realized in at least two forms. One would emphasize the traditional epistemic goal of acquiring true beliefs. It would study social practices in terms of their impact on the truth-values of agents' beliefs. A second version of the classical approach would focus on the epistemic goal of having justified or rational beliefs. Applied to the social realm, it might concentrate, for example, on when a cognitive agent is justified or warranted in accepting the statements and opinions of others. Proponents of the anti-classical approach have little or no use for concepts like truth and justification. In addressing the social dimensions of knowledge, they understand "knowledge" as simply what is believed, or what beliefs are "institutionalized" in this or that community, culture, or context. They seek to identify the social forces and influences responsible for knowledge production so conceived. Social epistemology is theoretically significant because of the central role of society in the knowledge-forming process. It also has practical importance because of its possible role in the redesign of information-related social institutions. (shrink)

Social epistemology is the study of the social dimensions of knowledge or information. There is little consensus, however, on what the term "knowledge" comprehends, what is the scope of the "social", or what the style or purpose of the study should be. According to some writers, social epistemology should retain the same general mission as classical epistemology, revamped in the recognition that classical epistemology was too individualistic. According to other writers, social epistemology should be a more radical departure from classical (...) epistemology, a successor discipline that would replace epistemology as traditionally conceived. The classical approach could be realized in at least two forms. One would emphasize the traditional epistemic goal of acquiring true beliefs. It would study social practices in terms of their impact on the truth-values of agents’ beliefs. A second version of the classical approach would focus on the epistemic goal of having justified or rational beliefs. Applied to the social realm, it might concentrate, for example, on when a cognitive agent is justified or warranted in accepting the statements and opinions of others. Proponents of the anti-classical approach have little or no use for concepts like truth and justification. In addressing the social dimensions of knowledge, they understand "knowledge" as simply what is believed, or what beliefs are "institutionalized" in this or that community, culture, or context. They seek to identify the social forces and influences responsible for knowledge production so conceived. Social epistemology is theoretically significant because of the central role of society in the knowledge-forming process. It also has practical importance because of its possible role in the redesign of information-related social institutions. (shrink)

Wem wird geglaubt und wem nicht? Wessen Wissen wird weitergegeben und wessen nicht? Wer hat eine Stimme und wer nicht? Theorien der epistemischen Ungerechtigkeit befassen sich mit dem breiten Feld der ungerechten oder unfairen Behandlung, die mit Fragen des Wissens, Verstehens und Kommunizierens zusammenhängen, wie z.B. die Möglichkeit, vom Wissen oder von kommunikativen Praktiken ausgeschlossen zu werden oder zum Schweigen gebracht zu werden, aber auch Kontexte, in denen die Bedeutungen mancher systematisch verzerrt oder falsch gehört und falsch dargestellt werden, in (...) denen manchen misstraut wird oder es an epistemischer Handlungsfähigkeit mangelt. In diesem Buch wird eine Übersicht über die breite Debatte epistemischer Ungerechtigkeit, epistemischer Unterdrückung und epistemischer Gewalt gegeben, in dem unterschiedliche Theorien, die sich auf der Schnittstelle von Gerechtigkeitstheorie und epistemischen Fragen befinden, systematisch und kritisch diskutiert sowie theoretische Vorgänger dieser Theorien beleuchtet werden. (shrink)

Structural gaslighting arises when conceptual work functions to obscure the non-accidental connections between structures of oppression and the patterns of harm they produce and license. This paper examines the role that structural gaslighting plays in white feminist methodology and epistemology using Fricker’s (2007) discussion of hermeneutical injustice as an illustration. Fricker’s work produces structural gaslighting through several methods: i) the outright denial of the role that structural oppression plays in producing interpretive harm, ii) the use of single-axis conceptual resources to (...) understand intersectional oppression, and iii) the failure to recognize the legacy of women of color’s epistemic resistance work surrounding the issue of sexual harassment in the workplace. I argue that Fricker’s whitewashed discussion of epistemic resistance to sexual harassment in the United States is a form of structural gaslighting that fails to treat women of color as knowers and exemplifies the strategic forgetting that is a central methodological tactic of white feminism. (shrink)

The paper argues that some tools from the epistemic injustice literature can be fruitfully applied to the debate on epistemic decolonisation. The first step for such a project is to defuse recent misgivings about the liberatory potential of epistemic injustice scholarship. I group these misgivings under the slogan ‘Epistemic injustice is white-people stuff’, or ‘the WPS challenge’, for short, and use them to set desiderata for good theorising with epistemic injustice tools. I then look at three such tools – epistemic (...) oppression, white ignorance, and contributory injustice – and argue that they advance theorising epistemic decolonisation while meeting the three desiderata. If the argument works, its implications for the topic of this special issue are that we don’t need to decolonise epistemic injustice; we can instead use the tools of the epistemic injustice literature to advance the decolonisation project. (shrink)

Las herramientas teóricas destinadas a señalar las injusticias que sufren ciertos grupos socialmente oprimidos pueden acabar siendo utilizadas con propósitos completamente opuestos a los iniciales. Modificar el alcance de una herramienta teórica no es necesariamente problemático: la popularización de un concepto abre las puertas a que se utilice estratégicamente para diferentes fines. La tesis que defendemos en este artículo es que algunos personajes públicos cultivan una imagen particular de sí mismos que parece satisfacer los requisitos de la noción de injusticia (...) testimonial y utilizan esta situación como medio para obtener beneficio político de ella. Más concretamente, estos personajes públicos se benefician de esta condición para generar situaciones de desacuerdos cruzados, que están estrechamente relacionados con el aumento de la polarización. (shrink)

Jaspers identifies empathic understanding as an essential tool for grasping not the mere psychic content of the condition at hand, but the lived experience of the patient. This method then serves as the basis for the phenomenological investigation into the psychiatric condition known as ‘Phenomenological Psychopathology’. In recent years, scholars in the field of phenomenological psychopathology have attempted to refine the concept of empathic understanding for its use in contemporary clinical encounters. Most notably, we have Stanghellini’s contribution of ‘second-order’ empathy (...) and Ratcliffe’s ‘radical empathy’. Through this paper, we reject the pursuit of a renewed version of ‘empathic understanding’, on the grounds that the concept is fundamentally epistemically flawed. We argue that ‘empathic understanding’ risks (1) error, leading to misdiagnosis, mistreatment and an overall misunderstanding of the experience at hand, (2) a unique form of epistemic harm that we call ‘epistemic co-opting’ and (3) epistemic objectification. To conclude, we propose that empathic understanding ought to be replaced with a phenomenological account of Fricker’s virtuous listening. (shrink)

In recent years, a significant body of literature has emerged on the subject of epistemic injustice: wrongful harms done to people in their capacities as knowers. Up to now this literature has ignored the role that attention has to play in epistemic injustice. This paper makes a first step towards addressing this gap. We argue that giving someone less attention than they are due, which we call an epistemic attention deficit, is a distinct form of epistemic injustice. We begin by (...) outlining what we mean by epistemic attention deficits, which we understand as a failure to pay someone the attention they are due in their role as an epistemic agent. We argue that these deficits constitute epistemic injustices for two reasons. First, they affect someone’s ability to influence what others believe. Second, they affect one’s ability to influence the shared common ground in which testimonial exchanges take place. We then outline the various ways in which epistemic attention deficits harm those who are subject to them. We argue that epistemic attention deficits are harms in and of themselves because they deprive people of an essential component of epistemic agency. Moreover, epistemic attention deficits reduce an agent’s ability to participate in valuable epistemic practices. These two forms of harm have important impacts on educational performance and the distribution of resources. Finally, we argue that epistemic attention deficits both hinder and shape the development of epistemic agency. We finish by exploring some practical implications arising from our discussion. (shrink)

This article explores the affective dimension of resilient epistemological systems. Specifically, I argue that responsible epistemic practice requires affective engagement with nondominant experiences. To begin, I outline Kristie Dotson's account of epistemological resilience whereby an epistemological system remains stable despite counterevidence or attempts to alter it. Then, I develop an account of affective numbness. As I argue, affective numbness can promote epistemological resilience in at least two ways. First, it can reinforce harmful stereotypes even after these stereotypes have been rationally (...) demystified. To illustrate, I examine the stereotype of Black criminality as it relates to false confessions. Second, it can encourage “epistemic appropriation”, which I demonstrate by examining the appropriation of “intersectionality” and #MeToo by white culture. Finally, I conclude that resisting harmful resilience requires affective resistance, or efforts that target numbness via different kinds of affective engagement. I consider Kantian “disinterestedness” as a candidate. (shrink)

Emmalon Davis has offered an insightful analysis of an under-theorized form of epistemic oppression calledepistemic appropriation.This occurs when an epistemic resource developed within marginalized situatedness gains inter-communal uptake, but the author of the epistemic resource is unacknowledged. In this paper, I argue that Davis's definition of epistemic appropriation is not exhaustive. In particular, she misses out on explaining cases of epistemic appropriation in which an intra-communal epistemic resource isobscuredthrough inter-communal uptake. Being attentive to this form of epistemic appropriation allows us (...) to identify unique forms of epistemic oppression that emerge as a result of socially maintained active ignorance. (shrink)

Emmalon Davis has offered an insightful analysis of an under-theorized form of epistemic oppression calledepistemic appropriation.This occurs when an epistemic resource developed within marginalized situatedness gains inter-communal uptake, but the author of the epistemic resource is unacknowledged. In this paper, I argue that Davis's definition of epistemic appropriation is not exhaustive. In particular, she misses out on explaining cases of epistemic appropriation in which an intra-communal epistemic resource isobscuredthrough inter-communal uptake. Being attentive to this form of epistemic appropriation allows us (...) to identify unique forms of epistemic oppression that emerge as a result of socially maintained active ignorance. (shrink)

1. One of Aesop's fables tells of a speech act gone awry: A shepherd-boy, who watched a flock of sheep near a village, brought out the villagers three or four times by crying out, ‘Wolf! Wolf!’ and...

A long‐standing aim of cinema – in particular of ‘extreme’, ‘unwatchable’ or ‘feel‐ bad’ cinema – has been to acquaint viewers with extreme suffering. In this article I first offer an explication of that aim in terms of recent work in philosophy of mind, then exploit the resulting framework to examine claims to the effect that a new technological development, Virtual Reality, provides cinema's best shot at achieving that aim.

The call to decolonise knowledge is gaining increasing popularity in African philosophy. But as scholarly attention to the topic intensifies, so do doubts about the usefulness of theorising it, especially in spaces – like Africa – that are riddled with deeper problems such as mass poverty and social disempowerment. I focus on three challenges that Bernard Matolino has recently issued. If these challenges are on the right track, they threaten to derail the whole project of epistemic decolonisation worldwide, since many (...) of the aspects of Africa that Matolino thinks make decolonial theorising unhelpful are shared by the rest of the Global South. In this paper, I develop a conception of epistemic decolonisation that is geared to withstanding such doubts in the contemporary African context, and can hopefully serve others in the Global South who share some of Africa’s problems. (shrink)

Social inequality may obstruct the generation of knowledge, as the rich and powerful may bring about social acceptance of skewed views that suit their interests. Epistemic equality in the context of justification is a means of preventing such obstruction. Drawing on social epistemology and theories of equality and distributive justice, we provide an account of epistemic equality. We regard participation in, and influence over a knowledge-generating discourse in an epistemic community as a limited good that needs to be justly distributed (...) among putative members of the community. We argue that rather than trying to operationally formulate an exact criterion for distributing this good, epistemic equality may be realized by insisting on active participation of members of three groups in addition to credited experts: relevant disempowered groups, relevant uncredited experts, and relevant stakeholders. Meeting these conditions fulfills the political, moral, and epistemic aims of epistemic equality. (shrink)

Expanding Miranda Fricker's (2007) concept of epistemic injustice, recent accounts of agential epistemic injustice (Lackey, 2020; Medina, 2021; Pohlhaus, 2020) have focused on cases in which the epistemic agency of individuals or groups is unfairly blocked, constrained, or subverted. In this article I argue that agential epistemic injustice is perpetrated against marginalized groups not only when their group epistemic agency is excluded, but also when it is included but receives defective uptake that neutralizes their capacity to resist epistemic oppression. I (...) identify two harms that such injustice inflicts on marginalized groups: epistemic disempowerment and critical defanging of resistant epistemic group agency. My analysis shows how the harms of agential epistemic injustice can occur through unfair epistemic exclusions in group dynamics, but also through forms of inclusion in group dynamics that distort or coopt the epistemic agency of the group. Following Emmalon Davis (2018) and her analysis of epistemic appropriation, I argue that the harms of agential epistemic injustice can occur when the resistant epistemic resources of a marginalized group are appropriated in a way that disempowers them and critically defangs their resistant epistemic agency. I use Taylor Rogers’ (2021) analysis of the epistemic appropriation of “#MeToo” and “intersectionality” to show how epistemic disempowerment and critical defanging work in unjust epistemic group dynamics. The article offers a diagnosis of the failures of epistemic responsibility involved in agential epistemic injustice, and some suggestions for resisting those failures and working toward more responsible and just epistemic group dynamics. (shrink)

In this paper, I develop an account of epistemic justice as a character-based intellectual virtue that a truth-desiring agent would want to possess. The agent who possesses this virtue is just towards other knowers in matters pertaining to epistemic goods and this involves a regard for agents as knowers. Notably, the virtue of epistemic justice has a unique position among virtues: epistemic justice is presupposed by every other intellectual virtue, while remaining a standalone virtue itself. Correspondingly, I also offer an (...) account of the vice of epistemic injustice as an epistemically dis-valuable trait of character. The agent who possesses this trait is unjust towards other knowers in matters pertaining to epistemic goods and this involves a disregard for agents as knowers. Most importantly, I highlight that the vice of epistemic injustice is entailed by every other epistemic vice, though it remains a distinct vice. (shrink)

In this paper, I develop an account of epistemic justice as a character-based intellectual virtue that a truth-desiring agent would want to possess. The agent who possesses this virtue is just towards other knowers in matters pertaining to epistemic goods and this involves a regard for agents as knowers. Notably, the virtue of epistemic justice has a unique position among virtues: epistemic justice is presupposed by every other intellectual virtue, while remaining a standalone virtue itself. Correspondingly, I also offer an (...) account of the vice of epistemic injustice as an epistemically dis-valuable trait of character. The agent who possesses this trait is unjust towards other knowers in matters pertaining to epistemic goods and this involves a disregard for agents as knowers. Most importantly, I highlight that the vice of epistemic injustice is entailed by every other epistemic vice, though it remains a distinct vice. (shrink)

This paper offers an overview of the philosophical work on epistemic injustices as it relates to psychiatry. After describing the development of epistemic injustice studies, we survey the existing literature on its application to psychiatry. We describe how the concept of epistemic injustice has been taken up into a range of debates in philosophy of psychiatry, including the nature of psychiatric conditions, psychiatric practices and research, and ameliorative projects. The final section of the paper indicates future directions for philosophical research (...) of epistemic injustices and psychiatry, concerning neurocognitive disorders, identity prejudices in psychiatric illness, concepts of epistemic privilege in psychiatry, and the prospects for combining phenomenological psychopathology and epistemic justice. We argue that much remains to be done in the conceptualization of these epistemic injustices and suggest that this future work should be multidisciplinary in character and sensitive to the phenomenology of psychiatric conditions. (shrink)

Motivating reforms to address discrimination and exclusion is important. But what epistemic practices characterize better or worse ways of doing this? Recently, the phenomena of implicit biases have played a large role in motivating reforms. We argue that this strategy risks perpetuating two kinds of epistemic oppression: the vindication dynamic and contributory injustice. We offer positive proposals for avoiding these forms of epistemic oppression when confronting racism.

Who should be the author(s) of an academic paper? This question is becoming increasingly pressing, due to the increasing prevalence and scale of scientific collaboration, and the corresponding diversity of authorship practices in different disciplines and subdisciplines. This paper addresses the conceptual issues underlying authorship, with an eye to ameliorating authorship practices. The first part of the paper distinguishes five roles played by authorship attributions: allocating credit, constructing a speaker, enabling credibility judgements, supporting accountability, and creating an intellectual marketplace. The (...) second part of the paper argues that distinguishing these functions helps us see that at least some of the confusions around authorship are due to tensions between these functions. The final part of the paper suggests a way to resolve these conceptual confusions, which we will call the CSWG proposal. This proposal suggests replacing authorship with a bundle of roles tailored to the functions of authorship—contributor, spokesperson, writer, and guarantor—which can be distributed in a number of different ways. (shrink)

Some, if not most, philosophy program admissions committee members assume that they can determine that one applicant will likely manifest a higher degree of philosophical skill than another applicant on the basis of differences between their materials. I challenge this assumption by explaining how applicants’ materials in significant measure reflect the racially unjust environment in which they manifest their philosophical skill. I explain how applicants’ racial-group membership in similar measure determines what these materials consist in.

This article develops a new approach for theorizing about hermeneutical injustice. According to a dominant view, hermeneutical injustice results from a hermeneutical gap: one lacks the conceptual tools needed to make sense of, or to communicate, important social experience, where this lack is a result of an injustice in the background social methods used to determine hermeneutical resources. I argue that this approach is incomplete. It fails to capture an important species of hermeneutical injustice which doesn’t result from a lack (...) of hermeneutical resources, but from the overabundance of distorting and oppressive concepts which function to crowd-out, defeat, or preempt the application of a more accurate hermeneutical resource. I propose a broader analysis that better respects the dynamic relationship between hermeneutical resources and the social and political contexts in which they are implemented. (shrink)

There is a large and growing literature on communal interpretive resources: the concepts, theories, narratives, and so on that a community draws on in interpreting its members and their world. (They're also called “hermeneutical resources” in some places and “epistemic resources” in others.) Several recent contributions to this literature have concerned dominant and resistant interpretive resources and how they affect concrete lived interactions. In this article, I note that “using” interpretive resources—applying them to parts of the world in conversation with (...) others—is “a rule‐governed activity”; and I propose that in oppressive systems, these rules are influenced by the rules of oppression. Section I clarifies some rules governing the use of resources. Section II draws on work by Gaile Pohlhaus, Jr. and others to suggest that according to the present rules of our oppressive system, it is permissible for dominantly situated speakers to dismiss interpretive resources developed in marginalized communities. Section III appeals to Charles Mills's work on White ignorance to propose, further, that our system's rules make it impermissible and deserving of punishment to use resistant resources. The conclusion enumerates several further points about such rules governing the use of interpretive resources, their social effects, and some philosophical literatures. (shrink)

In a recent article, J. Angelo Corlett criticises what he takes to be the ‘offensiphobic’ practices characteristic of many universities. The ‘offensiphobe’, according to Corlett, believes that offensive speech ought to be censured precisely because it offends. We argue that there are three serious problems with Corlett’s discussion. First, his criticism of ‘offensiphobia’ misrepresents the kinds of censorship practiced by universities; many universities may in some way censure speech which they regard as offensive, but this is seldom if ever a (...) manifestation of ‘offensiphobia’. Second, we attempt to reconstruct Corlett’s criticism of ‘offensiphobia’ as a criticism of the practice of censuring hate speech, and show that this argument is unsuccessful. Third, we offer some brief reflections on how labelling universities as ‘offensiphobic’ is especially problematic in light of the current climate of political interference in university research and teaching. (shrink)

Journal of Social Philosophy, EarlyView.

I argue racial injustice undermines the reliability of news source reports in the information domain of racial injustice. I argue that this in turn undermines subjects’ doxastic justification in inferences they base on these news sources in the racial injustice information domain. I explain that racial injustice does this undermining through the effect of racial prejudice on news organizations’ members and the effect of society's racially unjust structure on non-dominant racial group-controlled news sources.

I argue racial injustice undermines the reliability of news source reports in the information domain of racial injustice. I argue that this in turn undermines subjects’ doxastic justification in inferences they base on these news sources in the racial injustice information domain. I explain that racial injustice does this undermining through the effect of racial prejudice on news organizations’ members and the effect of society's racially unjust structure on non-dominant racial group-controlled news sources.

Hilde Lindemann argues that personhood is the shared practice of recognizing and responding to one another. She calls this practice holding. Holding, however, can fail. Holding failure, by stereotyping for example, can inhibit others’ epistemic confidence and ability to recall true beliefs as well as create an environment of racism or sexism. How might we avoid holding failure? Holding failure, I argue, has many epistemic dimensions, so I argue that moral encroachment has the theoretical tools available to avoid holding failures. (...) The goal of this paper, therefore, is to articulate and understand the epistemology of holding in an attempt to remedy holding failure. I show that the virtue of wokeness emerges from an epistemic environment tainted with moral encroachment. I argue that as long as an individual is woke, she will have a tendency to avoid holding failures. Wokeness and moral encroachment, consequently, are fundamental to the epistemology of holding and consistent proper holding. (shrink)

ABSTRACT Rima Basu and I have offered separate accounts of wokeness as an anti-racist ethical concept. Our accounts endorse controversial doctrines in epistemology: doxastic wronging, doxastic voluntarism, and moral encroachment. Many philosophers deny these three views, favoring instead some ordinary standards for epistemic justification. I call this denial the standard view. In this paper, I offer an account of wokeness that is consistent with the standard view. I argue that wokeness is best understood as ‘group epistemic partiality’. The woke person (...) does extra epistemic work before forming a negative belief about a member of an oppressed social group. Just as we do extra epistemic work when forming belief about our friends, so the woke person does for members of oppressed social groups. I first outline the account. I then raise questions about the scope of wokeness and belief formation. After this, I demonstrate that the group partiality view is consistent with the standard view in epistemology. The partiality view, therefore, should appeal to epistemologists who have adopted the standard view because it is consistent with ordinary standards of justification. I conclude that wokeness as a concept in epistemology should not be controversial for those who endorse the standard view. (shrink)

The debate over safe spaces has traditionally been cast as a conflict between competing goals. On the one hand we have epistemic goals such as the pursuit of truth and the free exchange of ideas. O...

Theoretical tools aimed at making explicit the injustices suffered by certain socially disadvantaged groups might end up serving purposes which were not foreseen when the tools were first introduced. Nothing is inherently wrong with a shift in the scope of a theoretical tool: the popularization of a concept opens up the possibility of its use for several strategic purposes. The thesis that we defend in this paper is that some public figures cultivate a public persona for whom the conditions of (...) the notion of testimonial injustice might be taken to apply, and this situation is exploited to their advantage, as a means to advance their political agendas. More specifically, they take advantage of this to generate situations of crossed disagreements, which in turn foster polarization. (shrink)

In both popular and scholarly discussions, sexual consent is gaining traction as the central moral consideration in how people should treat one another in sexual encounters. However, while the concept of consent has been indispensable to oppose many forms of sexual violence, consent-based sexual ethics struggle to account for the phenomenological complexity of sexual intimacy and the social and structural pressures that often surround sexual communication and behavior. Feminist structural critique and social research on the prevalence of violation even within (...) consensual sex suggest that consent is insufficient to ground responsibility; a more fundamental orientation toward the value of sexual agency provides a better foundation for sexual ethics. Using feminist critical theory, phenomenology, and black feminist thought, this dissertation develops a socially situated and relational notion of sexual agency and diagnoses how such agency is neglected in prevailing discussions of consent in moral philosophy and legal theory. I argue that the ethical question of responsibility to another in a sexual encounter—apart from juridical considerations—should be reframed around the value of each person’s socially situated practices of agency. Preceding and extending beyond the obligation to gain valid consent for an action, responsibility demands adapting one’s intentions and behaviors in response to the wider range of another’s communicative expressions of agency. However, communicative expressions can be ambiguous or overdetermined by social context and cultural norms; they often offer only provisional traces of agency. To address this inherent uncertainty in intimacy, I propose drawing on insights from Emmanuel Levinas about the dynamic, open-ended nature of relationality, responsibility, and communication. Responsibility toward another does not depend on securing certainty about their “yes” or “no,” but requires responding continuously under conditions of uncertainty and ambiguity, adapting behaviors and intentions to make room for another’s agency despite its opacity. (shrink)

Philosophical inquiry strives to be the unencumbered exploration of ideas. That is, unlike scientific research which is subject to ethical oversight, it is commonly thought that it would either be inappropriate, or that it would undermine what philosophy fundamentally is, if philosophical research were subject to similar ethical oversight. Against this, I argue that philosophy is in need of a reckoning. Philosophical inquiry is a morally hazardous practice with its own risks. There are risks present in the methods we employ, (...) risks inherent in the content of the views under consideration, and risks to the subjects of our inquiry. Likely, there are more risks still. However, by starting with the identification of these three risks we can demonstrate not only why an ethics of practice is needed but also which avenues are the most promising for developing an ethics for philosophical practice. Although we might be in the business of asking questions, we do not absolve ourselves of responsibility for the risks that inquiry incurs. (shrink)

Lacey J. Davidson (2023) raises several insightful objections to the group partiality account of wokeness. The paper aims to move the discussion forward by either responding to or developing Davidson’s objections. My goal is not to show that the partiality account is foolproof but to think about the direction of future discussion—future critique, modification, and response. Davidson thinks that the partiality account of wokeness does not sufficiently define wokeness, as the paper sets out to do. Davidson also alleges that the (...) account appropriates the term from minority communities. (shrink)

I present distinctness conditions that an epistemic-injustice phenomenon should meet to count as distinct from other such phenomena and I use these conditions to evaluate anticipatory-epistemic injustice’s distinctness in relation to testimonial smothering. Even though I argue that the phenomenon that Lee helpfully describes may not be distinct from testimonial smothering, I argue that the notion of distinctness itself should not be the primary or most important criterion that epistemic-injustice theorists use to determine whether such phenomena should feature in the (...) literature. This implies that anticipatory-epistemic injustice and other phenomena like it should indeed feature in the epistemic-injustice literature because they promote epistemic-injustice theorists’ development of remedies and prescriptive theses in relation to epistemic injustice. (shrink)