Diversity Reading List

Abstract:

I want to explore strategic expressions of ignorance against the background of Charles W. Mills's account of epistemologies of ignorance in The Racial Contract (1997). My project has two interrelated goals. I want to show how Mills's discussion is restricted by his decision to frame ignorance within the language and logic of social contract theory. And, I want to explain why Maria Lugones's work on purity is useful in reframing ignorance in ways that both expand our understandings of ignorance and reveal its strategic uses. I begin with Mills's account of the Racial Contract, and explain how it prescribes for its signatories an epistemology of ignorance, which Mills characterizes as an inverted epistemology. I briefly outline his program for undoing white ignorance and indicate that retooling white ignorance is more complex than his characterization suggests. Making this argument requires an abrupt shift from the white-created frameworks of social contract theory to Lugones's system of thinking rooted in the lives of people of color. So, the next section outlines Lugones's distinction between the logic of purity and the logic of curdling and explains its usefulness in addressing ignorance. With both accounts firmly in place the third section demonstrates how the Racial Contract produces at least two expressions of ignorance and explains how the logic of purity underlying the Contract shapes each expression in ways that limit possibilities for resistance. I don't mean to suggest that the social contract theory's love of purity invalidates Mills's work, only that this framework limits prospects for long-term change by neglecting the relationship between white ignorance and non-white resistance. The final sections explain how people of color use ignorance strategically to their advantage , and argue that examining ignorance through a curdled lens not only makes strategic ignorance visible, but also points to alternatives for retooling white ignorance.

Abstract:

Recent years have seen a surge in publications about the epistemology of ignorance. In this article, I examine the proliferation of the concept ignorance that has come with the increased interest in the topic. I identify three conceptions of ignorance in the current literature: (1) ignorance as lack of knowledge/true belief, (2) ignorance as actively upheld false outlooks and (3) ignorance as substantive epistemic prac- tice. These different conceptions of ignorance are as of yet unacknowledged but are bound to impede epistemology of ignorance and, therefore, need to be uncovered. After discussing three unsuccessful ways of dealing with these varying conceptions, I put forward an integrated conception of ignorance that is more adequate for serving as the foundation of epistemology of ignorance. Introducing an alternative conception of ignorance provides us with a foundation for both epistemological and more broadly philosophical work on ignorance.

Summary: Survey article on feminist epistemology and its intersection with social epistemology. Includes discussion on topics such as the historical development of feminist epistemology as well as on epistemic injustice and the epistemology of ignorance.

Abstract: Non-moral ignorance can exculpate: if Anne spoons cyanide into Bill's coffee, but thinks she is spooning sugar, then Anne may be blameless for poisoning Bill. Gideon Rosen argues that moral ignorance can also exculpate: if one does not believe that one's action is wrong, and one has not mismanaged one's beliefs, then one is blameless for acting wrongly. On his view, many apparently blameworthy actions are blameless. I discuss several objections to Rosen. I then propose an alternative view on which many agents who act wrongly are blameworthy despite believing they are acting morally permissibly, and despite not having mismanaged their moral beliefs.1

Summary: In this chapter, the author argues that epistemological and ethical practices of ignorance are strategic and involve a strategic denial of relationality, namely, of the way in which subjects are formed through relation with each other.

Summary: In this chapter, the author considers three main arguments for the epistemology of ignorance, where this thinks of ignorance not as being a feature of a neglectful epistemic practice, yet as being a substantive epistemic practice itself. The author considers the relationship between these three different arguments that, although differing in the way they present the nature of ignorance, she takes to be jointly compatible. In conclusion, she argues that ignorance is not only a problem related to the justificatory practice, yet also to the ontology of truth.

Abstract:

The development of social epistemology in recent decades is a welcome turn away from Cartesian individualism. But the centrality of oppression to societies in general is still insufficiently recognized in this literature. This chapter looks at white ignorance as an example of a particular kind of systemic group-based miscognition that has been hugely influential over the past few hundred years. After a ten-point clarification of the concept, it turns to an examination of white ignorance as it plays itself out in the complex interaction of Eurocentric perception and categorization, white normativity, social memory and social amnesia, the derogation of non-white testimony, racial group interests, and motivated irrationality.

Publisher's Note: Leading scholars explore how different forms of ignorance are produced and sustained, and the role they play in knowledge practices.

Abstract:
In “Sex, Lies, and Bigotry: The Canon of Philosophy” I explore several questions: What does it mean for our understanding of the history of philosophy that women philosophers have been left out and are now being retrieved? What kind of a methodology of the history of philosophy does the recovery of women philosophers imply? Whether and how excluded women philosophers have been included in philosophy? Whether and how feminist philosophy and the history of women philosophers are related? I also explore the questions “Are there any themes or arguments that are common to many women philosophers?” and “Does inclusion of women in the canon require a reconfiguration of philosophical inquiry?” I argue that it is either ineptness or simple bigotry that led most historians of philosophy to intentionally omit women’s contributions from their histories and that such failure replicated itself in the university curricula of recent centuries and can be remedied by suspending for the next two centuries the teaching of men’s contributions to the discipline and teaching works by women only. As an alternative to this drastic and undoubtedly unpopular solution, I propose expanding the length and number of courses in the philosophy curriculum to include discussion of women’s contributions.