Procedural justice and the problem of intellectual deference

Abstract

It is a well-established fact that we tend to underestimate our susceptibility to cognitive bias on account of overconfidence, and thereby often fail to listen to intellectual advice aimed at reducing such bias. This is the problem of intellectual deference. The present paper considers this problem in contexts where educators attempt to teach students how to avoid bias for purposes of instilling epistemic virtues. It is argued that recent research in social psychology suggests that we can come to terms with this problem in two steps, the second of which involves educators communicating their intellectual advice in a procedurally just manner. The components of the relevant form of procedural justice are specified and related to Miranda Fricker and David Coady’s notions of epistemic justice. Finally, a series of objections are considered and responded to.

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Citations of this work

Education, epistemic virtues, and the power of toleration.Johannes Drerup - 2021 - Critical Review of International Social and Political Philosophy 24 (1):108-131.
Education, epistemic virtues, and the power of toleration.Johannes Drerup - 2021 - Critical Review of International Social and Political Philosophy 24 (1):108-131.

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References found in this work

Knowledge in a social world.Alvin I. Goldman - 1991 - New York: Oxford University Press.
Utilitarianism.J. S. Mill - 1861 - Oxford University Press UK. Edited by Roger Crisp.
The methods of ethics.Henry Sidgwick - 1874 - Bristol, U.K.: Thoemmes Press. Edited by Emily Elizabeth Constance Jones.

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