Diversity Reading List

Abstract: We often talk about knowledge being transmitted via testimony. This suggests a picture of testimony with striking similarities to memory. For instance, it is often assumed that neither is a generative source of knowledge: while the former transmits knowledge from one speaker to another, the latter preserves beliefs from one time to another. These considerations give rise to a stronger and a weaker thesis regarding the transmission of testimonial knowledge. The stronger thesis is that each speaker in a chain of testimonial transmission must know that p in order to pass this knowledge to a hearer. The weaker thesis is that at least the first speaker must know that p in order for any hearer in the chain to come to know that p via testimony. I argue that both theses are false, and hence testimony, unlike memory, can be a generative source of knowledge.

Introduction: Virtually everything we know depends in some way or other on the testimony of others - what we eat, how things work, where we go, even who we are. We do not, after all, perceive firsthand the preparation of the ingredients in many of our meals, or the construction of the devices we use to get around the world, or the layout of our planet, or our own births and familial histories. These are all things we are told. Indeed, subtracting from our lives the information that we possess via testimony leaves them barely recognizable. Scientific discoveries, battles won and lost, geographical developments, customs and traditions of distant lands - all of these facts would be completely lost to us. It is, therefore, no surprise that the importance of testimony, both epistemological and practical, is nearly universally accepted. Less consensus, however, is found when questions about the nature and extent of our dependence on the word of others arise. Is our justified reliance on testimony fundamentally basic, for instance, or is it ultimately reducible to perception, memory, and reason? Is trust, or some related interpersonal feature of our social interaction with one another, essential to the acquisition of beliefs that are testimonially justified? Is testimonial knowledge necessarily acquired through transmission from speaker to hearer? Can testimony generate epistemic features in its own right? These are the questions that will be taken up in this paper and, as will become clear, their answers have far-reaching consequences for how we understand our place in the social world.

Summary: This paper argues that there are various kinds of cases in which a subject clearly knows that p, yet it is not epistemically appropriate for her to use the proposition that p in practical reasoning, to act as if p, or act on p. Knowledge is not, therefore, always sufficient for epistemically justifying practical rationality, unlike what says in the sufficiency condition of the knowledge norm of practical reasoning. In addition, it offers a diagnosis of what is salient in the above cases and suggests a broad feature that needs to be accounted for in any view of the norm governing practical rationality.

Abstract: One of the central problems afflicting reductionism in the epistemology of testimony is the apparent fact that infants and small children are not cognitively capable of having the inductively based positive reasons required by this view. Since non-reductionism does not impose a requirement of this sort, it is thought to avoid this problem and is therefore taken to have a significant advantage over reductionism. In this paper, however, I argue that if this objection undermines reductionism, then a variant of it similarly undermines non-reductionism. Thus, considerations about the cognitive capacities of infants and small children do not effectively discriminate between these two competing theories of testimonial justification.

Abstract: Testimony is a vital and ubiquitous source of knowledge. Were we to refrain from accepting the testimony of others, our lives would be impoverished in startling and debilitating ways. Despite the vital role that testimony occupies in our epistemic lives, traditional epistemological theories have focused primarily on other sources, such as sense perception, memory, and reason, with relatively little attention devoted specifically to testimony. In recent years, however, the epistemic significance of testimony has been more fully appreciated. I shall here focus on two questions that have received the most attention in recent work in the epistemology of testimony. First, is testimonial knowledge acquired only by being transmitted from speaker to hearer? Second, must a hearer have positive reasons to justifiedly accept a speaker's testimony?

Introduction: I shall argue that the Knowledge Norm of Assertion is false. In particular, I shall show that there are cases in which a speaker asserts that p in the absence of knowing that p without being subject to criticism in any relevant sense, thereby showing that knowledge cannot be what is required for proper asser- tion. I shall then develop and defend an alternative norm of assertion - what I shall call the Reasonable to Believe Norm of Assertion - that not only avoids the problems afflicting the Knowledge Norm of Assertion but also more fully and co- herently accommodates our general intuitions about both asserters and their assertions.

Abstract: A view of knowledge - what I call the Deserving Credit View of Knowledge (DCVK) - found in much of the recent epistemological literature, particularly among so-called virtue epistemologists, centres around the thesis that knowledge is something for which a subject deserves credit. Indeed, this is said to be the central difference between those true beliefs that qualify as knowledge and those that are true merely by luck - the former, unlike the latter, are achievements of the subject and are thereby creditable to her. Moreover, it is often further noted that deserving credit is what explains the additional value that knowledge has over merely lucky true belief. In this paper, I argue that the general conception of knowledge found in the DCVK is fundamentally incorrect. In particular, I show that deserving credit cannot be what distinguishes knowledge from merely lucky true belief since knowledge is not something for which a subject always deserves credit.

Abstract:
Many have argued that certain statues or monuments are objectionable, and thus ought to be removed. Even if their arguments are compelling, a major obstacle is the apparent historical value of those commemorations. Preservation in some form seems to be the best way to respect the value of commemorations as connections to the past or opportunities to learn important historical lessons. Against this, I argue that we have exaggerated the historical value of objectionable commemorations. Sometimes commemorations connect to biased or distorted versions of history, if not mere myths. We can also learn historical lessons through what I call repudiatory honouring: the honouring of certain victims or resistors that can only make sense if the oppressor(s) or target(s) of resistance are deemed unjust, where no part of the original objectionable commemorations is preserved. This type of commemorative practice can even help to overcome some of the obstacles objectionable commemorations pose against properly connecting to the past.

Summary: This is the fifth chapter of the book Philosophy and the Sciences for Everyone. The chapter explores scientific interpretations of how our minds evolved, and some of the methodologies used in forming these interpretations. It relates evolutionary debates to a core issue in the philosophy of mind, namely, whether all knowledge comes from experience, or whether we have 'inborn' knowledge about certain aspects of our world.

Abstract: Philosophers and psychologists have often maintained that in order to attribute mental states to other people one must have a 'theory of mind'. This theory facilitates our grasp of other people's mental states. Debate has then focussed on the form this theory should take. Recently a new approach has been suggested, which I call the 'Direct Perception approach to social cognition'. This approach maintains that we can directly perceive other people's mental states. It opposes traditional views on two counts: by claiming that mental states are observable and by claiming that we can attribute them to others without the need for a theory of mind. This paper argues that there are two readings of the direct perception claims: a strong and a weak one. The Theory-theory is compatible with the weak version but not the strong one. The paper argues that the strong version of direct perception is untenable, drawing on evidence from the mirror neuron literature and arguments from the philosophy of science and perception to support this claim. It suggests that one traditional 'theory of mind' view, the 'Theory-theory' view, is compatible with the claim that mental states are observable, and concludes that direct perception views do not offer a viable alternative to theory of mind approaches to social cognition.