Duncan Pritchard

This paper examines Linda Zagzebski’s account of rationality, as set out in her rich, wide-ranging, and important book, Epistemic Authority: A Theory of Trust, Authority, and Autonomy in Belief. We briefly describe the account that she offers and then consider its plausibility. In particular, in the first section we argue that a number of Zagzebski’s claims with regard to rationality require more support than she offers for them. Moreover, in the second section, we contend that far from offering Zagzebski a quick way of dealing with radical scepticism, her account of rationality actually seems to be particularly vulnerable to this problem.

We revisit an important exchange on the problem of radical skepticism between Richard Rorty and Michael Williams. In his contribution to this exchange, Rorty defended the kind of transcendental approach to radical skepticism that is offered by Donald Davidson, in contrast to Williams’s Wittgenstein-inspired view. It is argued that the key to evaluating this debate is to understand the particular conception of the radical skeptical problem that is offered in influential work by Barry Stroud, a conception of the skeptical problem which generates metaepistemological ramifications for anti-skeptical theories. In particular, we argue that, contra Williams, Rorty’s view that Davidson was offering a theoretical diagnosis of radical skepticism can be consistently maintained with his transcendental approach.

In his final notebooks, published as On Certainty , Wittgenstein offers a distinctive conception of the nature of reasons. Central to this conception is the idea that at the heart of our rational practices are essentially arational commitments. This proposal marks a powerful challenge to the standard picture of the structure of reasons. In particular, it has been thought that this account might offer us a resolution of the traditional scepticism/anti-scepticism debate. It is argued, however, that some standard ways of filling out the details of this proposal ultimately lead to an epistemology which is highly problematic. The goal here is to present a more compelling version of Wittgenstein’s account of the structure of reasons which can evade these difficulties.

Philosophers of information, according to Luciano Floridi (The philosophy of information. Oxford University Press, Oxford, 2010, p 32), study how information should be “adequately created, processed, managed, and used.” A small number of epistemologists have employed the concept of information as a cornerstone of their theoretical framework. How this concept can be used to make sense of seemingly intractable epistemological problems, however, has not been widely explored. This paper examines Fred Dretske’s information-based epistemology, in particular his response to radical epistemological skepticism. We discuss the relationship between information, evidence and knowledge in relation to the problem of skepticism and the options available to an information-based epistemology for dealing with it.

A certain conception of the relevance of virtue epistemology to the philosophy of education is set out. On this conception, while the epistemic goal of education might initially be promoting the pupil's cognitive success, it should ultimately move on to the development of the pupil's cognitive agency. A continuum of cognitive agency is described, on which it is ultimately cognitive achievement, and thus understanding, which is the epistemic goal of education. This is contrasted with a view on which knowledge is the epistemic goal

Duncan Pritchard argues that Conee and Feldman have made a mistake by tying their evidentialist views to a classical internalism which accepts the theses of MENT, ACCESS, and DISC. The polar opposite of this classical internalist position is classical externalism, which denies MENT, ACCESS, and DISC. But, Pritchard observes, there are positions intermediate between classical internalism and classical externalism. In particular, there is the epistemic disjunctivist’s position which accepts MENT and ACCESS but denies DISC. Pritchard argues that this disjunctivist position is favorable to the classical internalist position because it provides a better response to skepticism, while overcoming all of the most threatening objections urged against it.

While it is widely regarded that intellectual humility is among the intellectual virtues, there is as of yet little consensus on the matter of what possessing and exercising intellectual humility consists in, and how it should be best understood as advancing our epistemic goals. For example, does intellectual humility involve an underestimation of one’s intellectual abilities, or rather, does it require an accurate conception? Is intellectual humility a fundamentally interpersonal/social virtue, or might it be valuable to exercise in isolation? To what extent does intellectual humility demand of us an appreciation of how the success of our inquiries depends on features of our social and physical environment beyond our control? These are just a few of the many questions that are crucial to getting a grip on this intellectual virtue and why we might aspire to cultivate it. Furthermore, and apart from the nature and value of humility, it is worthwhile to consider how this notion, properly understood, might have import for other philosophical debates, including those about (for example) scepticism, assertion, epistemic individualism and anti-individualism, and the philosophy of education. This special issue brings together a range of different philosophical perspectives on these and related questions to do with intellectual humility with an aim to contributing to this important and timely topic.

A great deal of discussion in the recent literature has been devoted to the so-called 'McKinsey' paradox which purports to show that semantic externalism is incompatible with the sort of authoritative knowledge that we take ourselves to have of our own thought contents. In this paper I examine one influential epistemological response to this paradox which is due to Crispin Wright and Martin Davies. I argue that it fails to meet the challenge posed by McKinsey but that, if it is set within an externalist epistemology, it may have application to a related paradox that concerns the problem of radical scepticism

The recent popularity of contextualist treatments of the key epistemic concepts has tended to obscure the differences that exist between the various kinds of contextualist theses on offer. The aim of this paper is to contribute towards rectifying this problem by exploring two of the main formulations of the contextualist position currently on offer in the literature—the 'semantic' contextualist thesis put forward by Keith DeRose and David Lewis, and the 'inferential' contextualist thesis advanced by Michael Williams. It is argued that by evaluating these theses in the light of each other one can gain a deeper understanding of the contextualist position. In particular, it is argued that this relative evaluation highlights one interesting way in which contextualism might be developed.

It is a platitude in epistemology to say that knowledge excludes luck. Indeed, if one can show that an epistemological theory allows ‘lucky’ knowledge, then that usually suffices to warrant one in straightforwardly rejecting the view. Even despite the prevalence of this intuition, however, very few commentators have explored what it means to say that knowledge is incompatible with luck. In particular, no commentator, so far as I am aware, has offered an account of what luck is and on this basis identified what it means for a true belief to be non-lucky. It is just such a view that I propose, however, and I hope to give a flavour of what this strategy involves here. In particular, I have two goals in this paper. The first is to outline the general contours of the position and show how such a view can account for the attraction of adducing a safety condition on knowledge, with all the epistemic benefits that this principle holds. Relatedly, I will also explain how an anti-luck epistemology can assist us in determining the best formulation of this principle. The second goal of the paper is to show anti-luck epistemology in action by highlighting how such a view can deal with the various problems posed by lottery-style examples.

An overview of the import of disjunctivism to the problem of radical scepticism is offered. In particular, the disjunctivist account of perceptual experience is set out, along with the manner in which it intersects with related positions such as naïve realism and intentionalism, and it is shown how this account can be used to a motivate an anti-sceptical proposal. In addition, a variety of disjunctivism known as epistemological disjunctivism is described, and it is explained how this proposal offers a further way of responding to radical scepticism.