To understand why a phenomenon occurs, it is not enough to possess a correct explanation of the phenomenon: you must grasp the explanation. In this formulation, “grasp” is a placeholder, standing for the psychological or epistemic relation that connects a mind to the explanatory facts in such a way as to produce understanding. This paper proposes and defends an account of the “grasping” relation according to which grasp of a property (to take one example of the sort of entity that (...) turns up in explanations) is a matter of recognitional ability: roughly, a property is grasped to the extent to which the would-be understander is capable of recognizing instances of the property. (shrink)

Modest pessimism about philosophical progress is the view that while philosophy may sometimes make some progress, philosophy has made, and can be expected to make, only very little progress (where the extent of philosophical progress is typically judged against progress in the hard sciences). The paper argues against recent attempts to defend this view on the basis of the pervasiveness of disagreement within philosophy. The argument from disagreement for modest pessimism assumes a teleological conception of progress, according to which the (...) attainment of true answers to the big philosophical questions, or knowledge of them, is the primary goal of philosophy. The paper argues that this assumption involves a misconception of the goal of philosophy: if philosophy has a primary goal, its goal is the understanding of philosophical problems rather than knowledge of answers to philosophical questions. Moreover, it is argued that if the primary goal of philosophy is such understanding, then widespread disagreement within philosophy does not indicate that philosophy makes little progress. (shrink)

The idea that fictions may educate us is an old one, as is the view that they distort the truth and mislead us. While there is a long tradition of passionate assertion in this debate, systematic arguments are a recent development, and the idea of empirically testing is particularly novel. Our aim in this chapter is to provide clarity about what is at stake in this debate, what the options are, and how empirical work does or might bear on its (...) resolution. We distinguish between merely influencing people’s opinions and providing genuine learning, where the latter requires that the source of the change in opinion should be reliable. Other important ideas here are the extent to which authors of fiction may be considered to provide testimony, or something like it, and the possibility of recognizing an unstated purpose in the project of the fictional work. We ask whether fictions can furnish us not merely with ideas but with reasons for believing them, perhaps by constituting thought experiments. We consider whether the focus should be on understanding rather than on knowledge, and whether fictions can inform us about the qualities of another’s experiences. We briefly describe some experimental work of recent decades and suggest that the evidence for learning from fiction is currently meagre. (shrink)

Scientists regularly invoke broadly aesthetic properties like elegance and simplicity when evaluating theories, but why should we expect aesthetic pleasure to signal an epistemic good? I argue that aesthetic judgements in science are best understood as a special case of affective cognition, and that the feelings on which these judgements are based are the upshots of metacognitive monitoring of the quality of our engagement with theory and evidence. Finding a theory beautiful fallibly signals that it fits well with our background (...) knowledge and that it’s neither artificially adjusted to accommodate otherwise disconfirming evidence nor fitted to noise in the data, which makes aesthetic pleasure a good heuristic for theory evaluation. (shrink)

This paper aims to outline, and argue for, an approach to episodic memory broadly in the spirit of knowledge-first epistemology. I discuss a group of influential views of epsiodic memory that I characterize as ‘two-factor accounts’, which have both proved popular historically and have also seen a resurgence in recent work on the philosophy of memory. What is common to them is that they try to give an account of the nature of episodic memory in which the concept of knowledge (...) plays no explanatory role. I highlight some parallels between these two-factor accounts and attempts to give a reductive definition of knowledge itself. I then discuss some problems two-factor accounts of episodic memory face in explaining the distinctive sense in which episodic recollection involves remembering personally experienced past events, before sketching an alternative approach to episodic memory, which takes as basic the idea that episodic memory involves the retention of knowledge. I argue that we can give an exhaustive constitutive account of what episodic memory is, and how it differs from other types of mental states, by considering what particular type of knowledge is retained in episodic memory, and what exactly having that knowledge consists in. (shrink)

In this paper I elucidate various ways in which understanding can be seen as an excellence of the mind or intellectual virtue. Along the way, I take up the neglected issue of what it might mean to be an “understanding person”—by which I mean not a person who understands a number of things about the natural world, but a person who steers clear of things like judgmentalism in her evaluation of other people, and thus is better able to take up (...) different perspectives and view them with a sympathetic eye. Being an understanding person in this sense seems to be a character-level virtue that interestingly combines moral and epistemic elements; it also seems to be a virtue particularly needed in our age of deep political division, where it is commonly said that failures of mutual understanding are partly to blame for this problem. (shrink)

Contemporary forms of Kantian constitutivism generally begin with a conception of agency on which the constitutive aim of agency is some form of autonomy or self-unification. This chapter argues for a re-orientation of the Kantian constitutivist project towards views that begin with a conception of rationality on which both theoretical and practical rationality aim at forms of understanding. In a slogan, then, understanding-first as opposed to autonomy-first constitutivism. Such a view gives the constitutivist new resources for explaining many classes of (...) reasons, while also offering a new way of understanding the unity of theoretical and practical reason. The chapter concludes by arguing that the resulting view is best understood, not so much as an alternative to autonomy-first constitutivism, but as a complement to it. (shrink)

What is human understanding and why should we care about it? I propose a method of philosophical investigation called ‘function-first epistemology’ and use this method to investigate the nature and value of understanding-why. I argue that the concept of understanding-why serves the practical function of identifying good explainers, which is an important role in the general economy of our concepts. This hypothesis sheds light on a variety of issues in the epistemology of understanding including the role of explanation, the relationship (...) between understanding-why and knowledge, and the value of understanding-why. I conclude that understanding-why is valuable and yet knowledge plays more important roles in our epistemic life. (shrink)

We discuss the social-epistemic aspects of Catherine Elgin’s theory of reflective equilibrium and understanding and argue that it yields an argument for the view that a crucial social-epistemic function of epistemic authorities is to foster understanding in their communities. We explore the competences that enable epistemic authorities to fulfil this role and argue that among them is an epistemic virtue we call “epistemic empathy”.

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

Can a person privileged in some respect understand what it is like to be disprivileged in that respect? Some say yes; some say no. I argue that both positions are correct, because ‘understand what it is like to be disprivileged’ is ambiguous. Sometimes, it means grasp of the character of particular experiences of disprivileged people. Privileged people can achieve this. Sometimes, it means grasp of the general character shared by experiences of disprivileged people. Privileged people cannot achieve this. However, there (...) is a general kind of understanding that they can achieve: understanding of why individual experiences have their character, in relation to privilege and disprivilege. This understanding is a skill, not knowledge. It is difficult and discomforting for the privileged to acquire and is easily conflated with knowledge of general experiential character. Distinguishing and characterizing these kinds of understanding clarifies whether, and how, the privileged might understand what it is like to be disprivileged. (shrink)

Philosophical Investigations, Volume 45, Issue 3, Page 297-319, July 2022.

The notion of more truth, or of more truth and less falsehood, is central to epistemology. Yet, I argue, we have no idea what this consists in, as the most natural or obvious thing to say—that more truth is a matter of a greater number of truths, and less falsehood is a matter of a lesser number of falsehoods—is ultimately implausible. The issue is important not merely because the notion of more truth and less falsehood is central to epistemology, but (...) because an implicit, false picture of what this consists in underpins and gives shape to much contemporary epistemology. (shrink)

There is considerable agreement among epistemologists that certain abilities are constitutive of understanding-why. These abilities include: constructing explanations, drawing conclusions, and answering questions. This agreement has led epistemologists to conclude that understanding is a kind of know-how. However, in this paper, I argue that the abilities constitutive of understanding are the same kind of cognitive abilities that we find in ordinary cases of knowledge-that and not the kind of practical abilities associated with know-how. I argue for this by disambiguating between (...) different senses of abilities that are too often lumped together. As a consequence, non-reductionists about understanding—those that claim that understanding-why is not reducible to knowledge-that—need to find another way to motivate the view. In the end, the fact that abilities are constitutive of understanding-why does not give us reason to conclude that understanding is a kind of know-how. (shrink)

It is widely assumed that sense perception cannot deliver knowledge of nonactual (metaphysical) possibilities. We are not supposed to be able to know that a proposition p is necessary or that p is possible (if p is false) by sense perception. This paper aims to establish that the role of sense perception is not so limited. It argues that we can know lots of modal facts by perception. While the most straightforward examples concern possibility and contingency, others concern necessity and (...) impossibility. The possibility of a perceptual route to some modal knowledge is not as radical as it may at first sound. On the contrary, acknowledging it has benefits. (shrink)

Testimony of oppression is testimony that something constitutes or contributes to a form of oppression, such as, for example, “The stranger’s comment was sexist.” Testimony of oppression that is given by members of the relevant oppressed group has the potential to play an important role in fostering a shared understanding of oppression. Yet, it is frequently dismissed out of hand. Against the background of a recent debate on moral testimony, this paper discusses the following question: How should privileged hearers approach (...) testimony of oppression if they aim to do so in an ethically and epistemically sound way? Should they defer or try to understand? Both strategies constitute ways of learning from testimony of oppression. However, they differ in important respects and exclude each other. Because testimony of oppression is often based on personal experience, empathizing with the speaker can play an important role in trying to understand testimony of oppression. While the fact that empathy can change your mind and the advantages of understanding over knowledge support trying to understand as the right approach to testimony of oppression, considerations of the “limits of empathy” and the value of deference support deferring. I argue that, on balance, these contrasting arguments allow for a limited defense of the role of empathy in learning from testimony of oppression. We should try to understand testimony of oppression by empathizing with the speaker, but not treat our ability to understand as a condition on accepting a speaker’s claim. (shrink)

Starting with the slogan that understanding is a ‘knowledge of causes’, Stephen Grimm and John Greco have argued that understanding comes from a knowledge of dependence relations. Grounding is the trendiest dependence relation on the market, and if Grimm and Greco are correct, then instances of grounding should also give rise to understanding. In this paper, I will show that this prediction is correct – grounding does indeed generate understanding in just the way that Grimm and Greco anticipate. However, grounding (...) examples of understanding also show that Grimm and Greco are not telling the full story when it comes to understanding. Understanding can only be generated by a particular subset of dependence relations – those dependence relations that are also explanatory. Grimm and Greco should thus appeal to a privileged class of dependence relations, relations like grounding that can also give rise to explanation. (shrink)

In this essay, I develop and defend a virtue-theoretic conception of rationality as a capacity whose function is understanding, as opposed to mere truth or correctness. I focus on two main potential advantages of this view. First, its ability to explain the rationality of forms of explanatory reasoning, and second, its ability to offer a more unified account of theoretical and practical rationality.

In this paper, I’ll sketch an approach to epistemology that draws its inspiration from two aspects of Kant’s philosophical project. In particular, I want to explore how we might develop a Kantian conception of rationality that combines a virtue-theoretical perspective on the nature of rationality with a role for transcendental arguments in defining the demands this conception of rationality places upon us as thinkers. In discussing these connections, I’ll proceed as follows. First, I’ll describe the sorts of epistemological questions I’ll (...) be focusing on, and the framework within which I’ll try to address them. Then I’ll say a bit about the connections between this framework on Kant’s own views. Next, I’ll explain in more detail how the two main elements of this framework relate to one another by explaining how a certain sort of “transcendental argument” allows us to derive conclusions about the requirements of rationality from facts about the nature of rational capacities. Then, I’ll briefly illustrate these connections with two examples: the rationality of explanatory inference like inference to the best explanation and the rationality of perceptual belief. Finally, I’ll conclude by saying a bit about the relevance of this ideas for debates about the rationality of basic beliefs or prior probabilities. (shrink)

Aesthetic concepts and conceptions are structured mental representations partly composed of phenomenal concepts. I defend this claim by appealing to contemporary accounts of concepts and to the current literature on phenomenal concepts. In addition, I discuss the relationship between aesthetic concepts and aesthetic understanding — an epistemic state at the centre of much work in contemporary epistemology.

The notion of understanding occupies an increasingly prominent place in contemporary epistemology, philosophy of science, and moral theory. A central and ongoing debate about the nature of understanding is how it relates to the truth. In a series of influential contributions, Catherine Elgin has used a variety of familiar motivations for antirealism in philosophy of science to defend a non- factive theory of understanding. Key to her position are: (i) the fact that false theories can contribute to the upwards trajectory (...) of scientific understanding, and (ii) the essential role of inaccurate idealisations in scientific research. Using Elgin’s arguments as a foil, I show that a strictly factive theory of understanding has resources with which to offer a unified response to both the problem of idealisations and the role of false theories in the upwards trajectory of scientific understanding. Hence, strictly factive theories of understanding are viable notwithstanding these forceful criticisms. (shrink)

Despite playing an important role in epistemology, philosophy of science, and more recently in moral philosophy and aesthetics, the nature of understanding is still much contested. One attractive framework attempts to reduce understanding to other familiar epistemic states. This paper explores and develops a methodology for testing such reductionist theories before offering a counterexample to a recently defended variant on which understanding reduces to what an agent knows.

An epistemologist tells you that knowledge is more than justified true belief. You trust them and thus come to believe this on the basis of their testimony. Did you thereby come to know that this view is correct? Intuitively, there is something intellectually wrong with forming philosophical beliefs on the basis of testimony, and yet it's hard to see why philosophy should be significantly epistemically different from other areas of inquiry in a way that would fully prohibit belief by testimony. (...) This, I argue, is the puzzle of philosophical testimony. In this paper, I explore the puzzle of philosophical testimony and its ramifications. In particular, I examine the case for pessimism about philosophical testimony—the thesis that philosophical belief on the basis of testimony is impossible or is in some way illegitimate—and I argue that it lacks adequate support. I then consider whether the source of the apparent intellectual wrongness of testimonial‐based philosophical belief is grounded in non‐epistemic norms and goals of philosophical practice itself and argue that such norms are implausible, don't conflict with testimonial‐based philosophical belief, or else are mere disciplinary norms, lacking substantial normative force that would make it wrong to form testimonial‐based philosophical belief. (shrink)

Scientific understanding as a subject of inquiry has become widely discussed in philosophy of science and is often addressed through case studies from history of science. Even though these historical reconstructions engage with details of scientific practice, they usually provide only limited information about the gradual formation of understanding in ongoing processes of model and theory construction. Based on a qualitative ethnographic study of an ecological research project, this article shifts attention from understanding in the context of historical case studies (...) to evidence of current case studies. By taking de Regt’s contextual theory of scientific understanding into the field, it confirms core tenets of the contextual theory suggesting a normative character with respect to scientific activities. However, the case study also shows the limitations of de Regt’s latest version of this theory as an attempt to explain the development of understanding in current practice. This article provides a model representing the emergence of scientific understanding that exposes main features of scientific understanding such as its gradual formation, its relation to skills and imagination, and its capacity for knowledge selectivity. The ethnographic evidence presented here supports the claim that something unique can be learned by looking into ongoing research practices that can’t be gained by studying historical case studies. (shrink)

In this note I defend nonreductionism about understanding by arguing that knowledge is neither necessary nor sufficient for understanding. To do so, I examine Paulina Sliwa’s recent (Sliwa 2015, 2017) defence of knowledge-based Reductionism (Reductionism for short). Sliwa claims that one understands why p if and only if one has a sufficient amount of knowledge why p. Sliwa also contends that Reductionism is supported by intuitive verdicts about our uses of ‘understanding why’ and ‘knowing why’. In reply, I first argue (...) that Sliwa’s Reductionism leads to a vicious infinite regress. Secondly, I defuse the motivation in favour of Reductionism by showing how the linguistic data can be accommodated within a Nonreductionist framework. (shrink)

Well‐functioning agents ordinarily have an excellent epistemic relationship to their intentional actions. This phenomenon is often characterized as knowledge of what one is doing and labeled “practical knowledge”. But when we examine it carefully, it seems to require a particular kind of understanding ‐ understanding of the normative structure of one's action. Three lines of argument are offered to support this Necessity of Understanding thesis. The first appeals to the nature of intentional action and the second to our everyday reasons (...) explanation of action. The final line of argument draws on a practical amnesia case in which an agent forgets her overall goal while acting. Implications of the Necessity of Understanding thesis for the widely endorsed non‐observational view of practical knowledge are briefly discussed. It is argued that support for the non‐observational view is weaker than has been appreciated. (shrink)

The question whether there are reasons for loving particular individuals, and what such reasons might be, has been subject to scrutiny in recent years. On one view, reasons for loving particular individuals are some of their qualities. A problem with crude versions of this view, however, is that they both construe individuals as replaceable in a problematic way and fail to do justice to the selectivity of love. On another view, by contrast, reasons for loving particular individuals have to do (...) with our relationship with them. Even if it might accommodate the selectivity of love, the view—like crude quality views—ultimately faces worries stemming from replaceability. I argue for a view which combines the two views in a way that accommodates both the irreplaceable aspect under which individuals are loved and the fact that love is a selective response to them. On my view, reasons for loving particular individuals are some of their qualities as manifested in the context of a relationship with one. After spelling out the view, I discuss an important challenge facing it: what’s so special about actually being in touch—via a relationship—with certain qualities of an individual that would explain why we have special reasons to love them in particular? I consider inadequate answers to this question before putting forward my own. (shrink)

Structural analogies connect Williamson’s epistemology and action theory: for example, action is the direction-of-fit mirror image of knowledge, and knowledge stands to belief as action stands to intention. These structural analogies, for Williamson, are meant to illuminate more generally how ‘mirrors’ reversing direction of fit should be understood as connecting the spectrum of our cognitive and practically oriented mental states. This paper has two central aims, one negative and the other positive. The negative aim is to highlight some intractable problems (...) with Williamson’s preferred analogical picture, which links the cognitive and the practical through the nexus of direction-of-fit mirroring. The positive aim of the paper is to propose a better alternative. In particular, we show that an achievement-theoretic proposal captures what is in common across the range of attitudes that exhibit the kind of structure that knowledge-belief, action-desire/intention do, while at the same time avoiding the problems shown to face Williamson’s proposed picture. Moreover, we draw attention to several key theoretical benefits of embracing our proposed achievement-theoretic picture, including some of the key benefits of the knowledge-first programme that Williamson’s own analogies were designed to secure. (shrink)

I argue for an account of grasping, or understanding that, on which we grasp via a higher-order mental act of Husserlian fulfillment. Fulfillment is the act of matching up the objects of our phenomenally presentational experiences with those of our phenomenally representational thought. Grasping-by-fulfilling is importantly different from standard epistemic aims, in part because it is phenomenal rather than inferential. (I endorse Bourget’s 2017 arguments to that effect.) I show that grasping-by-fulfilling cannot be a species of propositional knowledge or belief, (...) and that it is not essentially connected to justification. I motivate a revisionary epistemology on which achieving propositional knowledge and coming to grasp are dual epistemic aims. My account makes sense of a common occurrence—that we are often unmoved to act on our beliefs until we come to phenomenally experience them in some way. It also explains puzzling features of human inquiry. (shrink)

Duncan Pritchard argues that a feature that sets understanding-why apart from knowledge-why is that whereas (I) understanding-why is a kind of cognitive achievement in a strong sense, (II) knowledge-why is not such a kind. I argue that (I) is false and that (II) is true. (I) is false because understanding-why featuring rudimentary explanations and understanding-why concerning very simple causal connections are not cognitive achievements in a strong sense. Knowledge-why is not a kind of cognitive achievement in a strong sense for (...) the same reason knowledge-that is not. The latter thesis requires showing that having (p because q) information is not equivalent to having information about facts or principles that establish the explanatory connections between the phenomena in question. I make a positive case for this claim and defend it against objections. Based on this argument, I identify an alternative feature that sets understanding-why apart from knowledge-why: The minimal condition for understanding-why and knowledge-why with respect to their contents is not identical. Knowing why p merely requires information that some explanatorily relevant dependency obtains. Understanding why p additionally requires information about facts or principles that establish the explanatory connections between the phenomena in question. (shrink)

To what end should or do we pursue philosophy and how? Meta-philosophical questions along these lines have gained more and more interest recently. The collected volume "Erkenntnistheorie — Wie und wozu?" (Engl.: "Epistemology — How and to what end?") aspires to raise and tackle issues addressing the meta-epistemological questions "How is epistemology practiced and to what end?". Although this aim sounds like a descriptive meta-epistemological endeavor, it is not surprising that many authors rather argue for normative claims surrounding the questions (...) "How and to what end should epistemology be pursued?". This review provides an overview on the collected volume and offers a critical evaluation of its overall achievement. (shrink)

To what end should or do we pursue philosophy and how? Meta-philosophical questions along these lines have gained more and more interest recently. The collected volume ‘‘Erkenntnistheorie—Wie und wozu?’’ (Engl.: ‘‘Epistemology—How and to what end?’’) aspires to raise and tackle issues addressing the meta-epistemological questions ‘‘How is epistemology practiced and to what end?’’ (9). Although this aim sounds like a descriptive meta-epistemological endeavor, it is not surprising that many authors rather argue for normative claims surrounding the questions ‘‘How and to (...) what end should epistemology be pursued?’’. This review provides an overview on the collected volume and offers a critical evaluation of its overall achievement. (shrink)

In this paper, I take a critical look at the Davidsonian argument that metaphorical sentences do not express propositions because of the phenomenological experience—seeing one thing as another thing—involved in understanding them as metaphors. According to Davidson, seeing-as is not seeing-that. This verdict is aimed at dislodging metaphor from the position of being assessed with the semantic notions of propositions, meaning, and truth. I will argue that the phenomenological or perceptual experience associated with metaphors does not determine the propositional contentfulness (...) or truth-evaluability of metaphors. Truth-evaluability is not inconsistent but compatible with a perceptual model for metaphors. I argue for this partly by showing that seeing-as does not constitute understanding of metaphors when understanding is appropriately construed in terms of being able to use an expression. (shrink)

In this paper, I take a critical look at the Davidsonian argument that metaphorical sentences do not express propositions because of the phenomenological experience—seeing one thing as another thing—involved in understanding them as metaphors. According to Davidson, seeing-as is not seeing-that. This verdict is aimed at dislodging metaphor from the position of being assessed with the semantic notions of propositions, meaning, and truth. I will argue that the phenomenological or perceptual experience associated with metaphors does not determine the propositional contentfulness (...) or truth-evaluability of metaphors. Truth-evaluability is not inconsistent but compatible with a perceptual model for metaphors. I argue for this partly by showing that seeing-as does not constitute understanding of metaphors when understanding is appropriately construed in terms of being able to use an expression. (shrink)

In this paper, I take a critical look at the Davidsonian argument that metaphorical sentences do not express propositions because of the phenomenological experience—seeing one thing as another thing—involved in understanding them as metaphors. According to Davidson, seeing-as is not seeing-that. This verdict is aimed at dislodging metaphor from the position of being assessed with the semantic notions of propositions, meaning, and truth. I will argue that the phenomenological or perceptual experience associated with metaphors does not determine the propositional contentfulness (...) or truth-evaluability of metaphors. Truth-evaluability is not inconsistent but compatible with a perceptual model for metaphors. I argue for this partly by showing that seeing-as does not constitute understanding of metaphors when understanding is appropriately construed in terms of being able to use an expression. (shrink)

Some philosophers (e.g., Pritchard, Grimm, and Hills) recently have objected that veritism cannot explain the epistemic value of understanding-why. And they have proposed two anti-veritist accounts. In this paper, I first introduce their objection and argue that it fails. Next, I consider a strengthened version of their objection and argue that it also fails. After that, I suggest a new veritist account: Understanding-why entails believing the truth that what is grasped is accurate (or accurate enough), and it is this true (...) belief, along with many other true beliefs understanding-why entails, that makes understanding-why finally epistemically valuable. Then, I explain why the two anti-veritist accounts are both false. Finally, I briefly discuss the idea that understanding involves a kind of know-how and show how veritism can explain the epistemic value of know-how in general. (shrink)

ABSTRACT: According to a traditional account, understanding why X occurred is equivalent to knowing that X was caused by Y. This paper defends the account against a major objection, viz., knowing-that is not sufficient for understanding-why, for understanding-why requires a kind of grasp while knowledge-that does not. I discuss two accounts of grasp in recent literature and argue that if either is true, then knowing that X was caused by Y entails at least a rudimentary understanding of why X occurred. (...) If my defense is successful, it would cast doubt on an influential account of the epistemic value of understanding. (shrink)

Philosophy is typically described as a pursuit of wisdom. However, many philosophers maintain that only one type of wisdom exists—practical wisdom. Contrary to this claim, this study contends that a self-contained characterization of theoretical wisdom is possible. Although many current accounts of such wisdom are knowing-that-based, this study considers that this approach is problematic and instead favors a knowing-how-based approach. Moreover, this study offers a detailed account of theoretical wisdom in terms of conceptual knowing-how.

What is the primary intellectual aim of philosophy? The standard view is that philosophy aims to provide true answers to philosophical questions. But if our aim is to settle controversy by answering such questions, our discipline is an embarrassing failure. Moreover, taking philosophy to aim at providing true answers to these questions leads to a variety of puzzles: How do we account for philosophical expertise? How is philosophical progress possible? Why do job search committees not care about the truth or (...) falsity of a candidate’s philosophical views? We argue that philosophy does not aim at discovering true answers to philosophical questions. Instead, its primary intellectual aim is understanding. We argue that many familiar aspects of philosophy become intelligible once we accept this hypothesis. (shrink)

The philosophical interest in the nature, value, and varieties of human understanding has swelled in recent years. This article will provide an overview of new research in the epistemology of understanding, with a particular focus on the following questions: What is understanding and why should we care about it? Is understanding reducible to knowledge? Does it require truth, belief, or justification? Can there be lucky understanding? Does it require ‘grasping’ or some kind of ‘know-how’? This cluster of questions has largely (...) set the research agenda for the study of understanding in epistemology. This article will conclude by discussing some varieties of understanding and highlight directions for future research. (shrink)

In Chapter 3 of True Enough, Elgin outlines her view of objectual understanding, focusing largely on its non-factive nature and the extent to which a certain kind of know-how is required for the “grasping” component of understanding. I will explore four central issues that feature in this chapter, concentrating on the role of know-how, the concept of endorsement, Elgin’s critique of the factivity constraint on understanding, and how we might use aspects of Elgin’s framework to inform related debates on the (...) norm of assertion. (shrink)

Whereas the progressive nature of science is widely recognised, specifying the standards of scientific progress has been subject to philosophical debate since the enlightenment. Recently, Ilkka Niiniluoto, Alexander Bird, and Finnur Dellsén have revived this debate by setting forward a semantic, epistemic and noetic account of scientific progress respectively. I argue that none of these accounts is satisfactory. The semantic and epistemic accounts might advance necessary conditions for scientific progress, namely an accumulation of true, justified, and non-Gettiered beliefs, but fail (...) to specify sufficient conditions. The noetic account, in contrast, advances sufficient conditions for scientific progress, namely an increase of genuine understanding, but fails to specify the necessary conditions. To remedy these deficits, I advance a hybrid account of scientific progress between the epistemic and noetic accounts, according to which the accumulation of explanatorily or predictively powerful knowledge constitutes scientific progress. In contrast to the epistemic account, my account ensures that only scientifically relevant knowledge constitutes scientific progress, thereby evading the threat of underdemandingness. In contrast to the noetic account, my account does not impose a psychological requirement of grasping the explanatory or predictive power of a scientific development, thereby evading the threat of overdemandingness. A further advantage of my account is that it can preserve plausible features of the noetic account. (shrink)

Is there progress in philosophy? If so, how much? Philosophers have recently argued for a wide range of answers to these questions, from the view that there is no progress whatsoever to the view that philosophy has provided answers to all the big philosophical questions. However, these views are difficult to compare and evaluate, because they rest on very different assumptions about the conditions under which philosophy would make progress. This paper looks to the comparatively mature debate about scientific progress (...) for inspiration on how to formulate four distinct accounts of philosophical progress, in terms of truthlikeness, problem-solving, knowledge, and understanding. Equally importantly, the paper outlines a common framework for how to understand and evaluate these accounts. We distill a series of lessons from this exercise, to help pave the way for a more fruitful discussion about philosophical progress in the future. (shrink)

Scientists are constantly making observations, carrying out experiments, and analyzing empirical data. Meanwhile, scientific theories are routinely being adopted, revised, discarded, and replaced. But when are such changes to the content of science improvements on what came before? This is the question of scientific progress. One answer is that progress occurs when scientific theories ‘get closer to the truth’, i.e. increase their degree of truthlikeness. A second answer is that progress consists in increasing theories’ effectiveness for solving scientific problems. A (...) third answer is that progress occurs when the stock of scientific knowledge accumulates. A fourth and final answer is that scientific progress consists in increasing scientific understanding, i.e. the capacity to correctly explain and reliably predict relevant phenomena. This paper compares and contrasts these four accounts of scientific progress, considers some of the most prominent arguments for and against each account, and briefly explores connections to different forms of scientific realism. (shrink)

This paper aims to flesh out the celebrated notion of reflective equilibrium within a probabilistic framework for epistemic rationality. On the account developed here, an agent's attitudes are in reflective equilibrium when there is a certain sort of harmony between the agent's credences, on the one hand, and what the agent accepts, on the other hand. Somewhat more precisely, reflective equilibrium is taken to consist in the agent accepting, or being prepared to accept, all and only claims that follow from (...) a maximally comprehensive theory that is more probable than any other such theory. Drawing on previous work, the paper shows that when an agent is in reflective equilibrium in this sense, the set of claims they accept or are prepared to accept is bound to be logically consistent and closed under logical implication. The paper also argues that this account can explain various features of philosophical argumentation in which the notion of reflective equilibrium features centrally, such as the emphasis on evaluating philosophical theories holistically rather than in a piecemeal fashion. (shrink)

To understand something involves some sort of commitment to a set of propositions comprising an account of the understood phenomenon. Some take this commitment to be a species of belief; others, such as Elgin and I, take it to be a kind of cognitive policy. This paper takes a step back from debates about the nature of understanding and asks when this commitment involved in understanding is epistemically appropriate, or ‘acceptable’ in Elgin’s terminology. In particular, appealing to lessons from the (...) lottery and preface paradoxes, it is argued that this type of commitment is sometimes acceptable even when it would be rational to assign arbitrarily low probabilities to the relevant propositions. This strongly suggests that the relevant type of commitment is sometimes acceptable in the absence of epistemic justification for belief, which in turn implies that understanding does not require justification in the traditional sense. The paper goes on to develop a new probabilistic model of acceptability, based on the idea that the maximally informative accounts of the understood phenomenon should be optimally probable. Interestingly, this probabilistic model ends up being similar in important ways to Elgin’s proposal to analyze the acceptability of such commitments in terms of ‘reflective equilibrium’. (shrink)