Experts, Teachers and Their Epistemic Roles in Normative and Non-normative Domains

Analyse & Kritik 34 (2):251-274 (2012)
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Abstract

Goldman’s notions of expert and testimony in epistemological contexts are extended to normative issues. The result is a sketch of a conceptual framework: several types of experts and roles they can serve in informing not specially qualified recipients are distinguished; differences between experts in epistemological and moral contexts are highlighted. This framework then is the point of reference for claims about experts, expertise and moral testimony in Birnbacher’s and Jones & Schroeter’s contributions to this volume. First, Birnbacher’s worries about the legitimacy of moral philosophers sitting as experts on panels, etc. are allayed in one respect and aggravated in another: there are roles and qualifications open to informants about normative issues, but it is doubtful whether moral philosophers per se are up to each of them. Secondly, Jones & Schroeter’s objection to Hills’s claim that moral testimony cannot orient its recipient properly towards right-making reasons for acting is faulty

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Concepts of evidence.Peter Achinstein - 1978 - Mind 87 (345):22-45.
Truth, Thinking, Testimony and Trust: Alvin Goldman on Epistemology and Education.Harvey Siegel - 2007 - Philosophy and Phenomenological Research 71 (2):345-366.

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