Abstract

What does it take to convert the deliverances of an extended cognitive process into knowledge? It is argued that virtue epistemology, at least of an epistemic externalist kind, offers the resources to satisfactorily answer this question, provided that one rids the view of its implicit commitment to epistemic individualism. Nonetheless, it is also claimed that while virtue reliabilism can accommodate extended cognition, there are limits to the extent to which virtuous epistemic standings can be extended. In particular, it is argued that it is in the nature of intellectual virtue to be directed at non-extended epistemic standings. This point has important implications for an extended virtue epistemology, as is illustrated by considering how this point plays out in the context of the contemporary debate regarding the epistemology of education.