Sanford Goldberg

In Relying on others [Goldberg, S. 2010a. Relying on others: An essay in epistemology. Oxford: Oxford University Press], I argued that, from the perspective of an interest in epistemic assessment, the testimonial belief-forming process should be regarded as interpersonally extended. At the same time, I explicitly rejected the extendedness model for beliefs formed through reliance on a mere mechanism, such as a clock. In this paper, I try to bolster my defense of this asymmetric treatment. I argue that a crucial assumption lying behind the argument I used to establish interpersonal extendedness in testimony cases does not apply to beliefs formed through reliance on instruments. In this respect, at least, there appears to be something epistemically distinctive about relying on another epistemic agent

Miranda Fricker's Epistemic Injustice is a wide-ranging and important book on a much-neglected topic: the injustice involved in cases in which distrust arises out of prejudice. Fricker has some important things to say about this sort of injustice: its nature, how it arises, what sustains it, and the unhappy outcomes associated with it for the victim and the society in which it takes place. In the course of developing this account, Fricker also develops an account of the epistemology of testimony. Focusing my attention on that account, my central claims are two. First, at least some of Fricker's arguments against existing (inferentialist and non-inferentialist) views in the epistemology of testimony are less than fully persuasive, and the (non-inferentialist) view she ends up endorsing is not all that different from the views she criticizes. Second, her reasons for harboring doubts regarding the role of a principle of default entitlement within a non-inferentialist account are not persuasive. Neither of these claims affects the overall argument Fricker is trying to run. Rather, they suggest that Fricker may have picked more fights than she needed to in the epistemology of testimony. If so, we have reason to detach Fricker's important work on epistemic injustice from some of the details of the story she tells regarding the epistemology of testimony

Speech reports of the form ‘A said that p’ are sometimes used by a speaker S as a reason in support of S’s own claim to know that p – in particular, when S’s claim to know is made on the basis of A’s testimony. In this paper I appeal to intuitions regarding the epistemology of testimony to argue that such ‘testimonial’ uses of speech reports ought to be ascribed their strict de dicto truth conditions. This result is then used as the basis for the claim that, no matter how they are used, all speech reports of this form ought to be ascribed their strict de dicto truth conditions. I conclude by offering a characterization of the content of the notions of saying and what is said, and by making some programmatic remarks regarding the role of these notions in semantic theory.

Sanford C. Goldberg argues that a proper account of the communication of knowledge through speech has anti-individualistic implications for both epistemology and the philosophy of mind and language. In Part I he offers a novel argument for anti-individualism about mind and language, the view that the contents of one's thoughts and the meanings of one's words depend for their individuation on one's social and natural environment. In Part II he discusses the epistemic dimension of knowledge communication, arguing that the epistemic characteristics of communication-based beliefs depend on features of the cognitive and linguistic acts of the subject's social peers. In acknowledging an ineliminable social dimension to mind, language, and the epistemic categories of knowledge, justification, and rationality, his book develops fundamental links between externalism in the philosophy of mind and language, on the one hand, and externalism is epistemology, on the other.

In this paper I argue, first, that the most influential (and perhaps only acceptable) account of the epistemology of self-knowledge, developed and defended at great length in Wright (1989b) and (1989c) (among other places), leaves unanswered a question about the psychology of self-knowledge; second, that without an answer to this question about the psychology of self-knowledge, the epistemic account cannot be considered acceptable; and third, that neither Wright's own answer, nor an interpretation-based answer (based on a proposal from Jacobsen (1997)), will suffice as an acceptable answer to the psychological question. My general ambition is thus to establish that more work is needed if we are to have a full account of self-knowledge in both its epistemological and psychological aspects. I conclude by suggesting how my thesis bears on those who aim to provide an empirical account of the cognition involved in self-knowledge

In lieu of an abstract, here is a brief excerpt of the content:Journal of the History of Philosophy 40.1 (2002) 128-130 [Access article in PDF] Book Review Kant and the Foundations of Analytic Philosophy Robert Hanna. Kant and the Foundations of Analytic Philosophy. New York: Oxford University Press, Clarendon Press, 2001. Pp. xv + 312. Cloth, $65.00. Robert Hanna's book has an ambitious two-fold agenda. Its historical agenda is to prompt a reassessment of the role Kant played in the foundations of analytic philosophy. The ideological agenda is to reassess the status of the relevant Kantian doctrines--in particular, his views regarding the nature of necessity, the analytic-synthetic distinction, and the nature and scope of the a priori--in the face of what Hanna takes to be the "crisis" (11) facing analytic philosophy today. Hanna views the elements of this two-fold agenda as inextricably [End Page 128] linked: when we see how the analysts failed to appreciate much of the subtlety and power of Kant's arguments, we will be in a position both to appreciate why the early analysts were not able to bring their official projects to completion, and to reassess the plausibility of various Kantian doctrines that have been considered untouchable during the dominance of analytic philosophy.Hanna's Kant, the Kant of the first Critique, is bent on answering two fundamental problems regarding the nature of cognition. Hanna characterizes the first problem as the "modal" problem, that of saying how the same judgment "can... be at once necessarily true, refer to the real or natural world in a substantive way, yet cognizable to creatures minded like us apart from all sense experience" (1). The second problem is the "semantic" problem, that of stating "how meanings are possible" (3). Hanna's book is organized around his characterization of Kant's answers to these questions and his defense of the resulting position in the face of the analytic tradition's reaction.In assessing Kant's role in the analytic tradition, Hanna borrows much from previous historically sensitive philosophers interested in this period. Three such authors figure prominently: Coffa and his seminal book The Semantic Tradition from Kant to Carnap; Friedman (with special attention to his Reconsidering Logical Positivism); and Dummett (whose work on Frege is cited throughout). From Coffa and Friedman, Hanna endorses the thesis that at its core the analytic tradition is a reaction to the Kantian conception of the a priori. Hanna accepts as well that the early analysts were united by the aim of exploiting technical developments in logic and semantics as part of a case against Kant's conception of the a priori. Where Hanna disagrees with, e.g., Coffa is over the status of the analysts' anti-Kantian arguments: where Coffa appears to endorse the cogency of those arguments, Hanna suggests that Kant's position is much more defensible, and the analysts' positions and arguments much more vulnerable, than has previously been thought.It is worth noting some of the many virtues of Foundations. Hanna makes an interesting case for the idea that at a certain level of description there is an important agreement between Kant and Frege regarding the evils of psychologism about logic. This will come as news to those who have treated Kant as among the targets in Frege's critique of psychologism. In addition, Hanna develops Kant's conception of analyticity and presents a robust defense of that conception against some prevalent criticisms; proffers an intriguing comparison between Kant's pure intuition and Wittgenstein's view of the transcendental nature of logic (221-3); and makes a plausible case for the provocative conclusion that the conceptualism of early analytic philosophy is in contrast with Frege's own philosophical attitude (233).At the same time, some complaints are worth registering. To those (like me) who do not encounter Kantian vocabulary on a regular basis, Hanna's reliance on that vocabulary has the effect of rendering many passages heavy-going and difficult to unpack. (While Hanna does attempt to provide explications of the vocabulary, I sometimes found these explications themselves to be difficult to understand.) Secondly, Hanna is sometimes...

Social (epistemic) virtues are the virtues bound up with those forms of inquiry involved in social routes to knowledge. A thoroughly individualistic account of the social virtues endorses two claims: (1) we can fully characterize the nature of the social virtues independent of the social factors that are typically in play when these virtues are exemplified, and (2) even when a subject’s route to knowledge is social, the only epistemic virtues that are relevant to her acquisition of knowledge are those she herself possesses. A social (or anti-individualistic) account of the social virtues, by contrast, denies one or both of these claims. I will offer some reasons for thinking that the individualistic account is not acceptable, and that one or the other social account provides a better understanding of the social virtues. The argument is not decisive, but it does suggest that the social dimension of social epistemic virtues is not fully characterizable in individualistic terms.

Many epistemologists agree that even very young children sometimes acquire knowledge through testimony. In this paper I address two challenges facing this view. The first (building on a point made in Lackey (2005)) is the defeater challenge, which is to square the hypothesis that very young children acquire testimonial knowledge with the fact that children (whose cognitive immaturity prevents them from having or appreciating reasons) cannot be said to satisfy the No-Defeaters condition on knowledge. The second is the extension challenge, which is to give a motivated, extensionally-adequate account of the conditions on testimonial knowledge in early childhood. Neither challenge can be met merely by endorsing externalism about knowledge; but we can meet both by reconceiving the process that eventuates in the child’s consumption of testimony. My central thesis is that this process should be seen as implicating features of the child's social environment. The result is a novel anti-individualistic externalism about knowledge.