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 unacknow- ledged 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 inte- grated 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 episte- mological and more broadly philosophical work on ignorance.
El Kassar, Nadja. What Ignorance Really Is. Examining the Foundations of Epistemology of Ignorance
2018, El Kassar, N. (2018): 'What Ignorance Really Is. Examining the Foundations of Epistemology of Ignorance', Social Epistemology, 32(5), pp. 300-310. https://doi.org/10.1080/02691728.2018.1518498
Added by: Olivia Maegaard Nielsen
Abstract:
Comment: The text provides a great overview over different positions in the epistemologies of ignorance, while also discussing and comparing the different positions. It presupposes some background knowledge on the distinction between the new view and standard view of ignorance, for example. This makes it unsuitable for beginners, but since it is a relatively easy (and short) read that roughly outlines different positions, it would be helpful to add in a seminar/reading group, following a first introduction to the three positions that El Kassar presents: The standard/new view (e.g. Peels), the agential conception of ignorance (Mills/Medina), and the structural conception of ignorance (Alcoff). El Kassar's text would be helpful to contextualize the different positions, since she ends up suggesting a conception that integrates all three. This and other of her texts also engage in an ongoing discussion with Rik Peels that might be interesting to discuss with students.