Duncan Pritchard

1. Quassim Cassam's subtle book, The Possibility of Knowledge, 1 contains many insights. My goal here is not to attempt to give a sense of all that this book has to offer – which I suspect would be foolhardy in the extreme – but rather to explore one particular central theme of this book that I find especially interesting – viz. the application of the ‘multi-level’ response to ‘how possible?’ questions that Cassam offers to the problem of radical scepticism.2. A central contention of Cassam's book is that we should re-cast sceptical problems in terms of ‘how possible?’ questions. Although it is not a sceptical problem that Cassam examines himself , consider how this re-casting would work as regards the problem of free will. The relevant ‘how possible?’ question would be: " How is free will possible?" There are two features of ‘how possible?’ questions that are important for our purposes. The first is that they are by their nature challenging in that they imply that there is a standing obstacle to the possibility in question. In the case of , this obstacle is the familiar one concerning determinism. The second is that they do not presuppose that the target thing – in this case free will – is impossible; rather, they simply ask how such a thing could be possible.These two features of ‘how possible?’ questions impose constraints on what would constitute a satisfactory response to such a question. On the one hand, it would clearly be pointless to respond to such a question by simply insisting – on the basis of commonsense, say – that the target thing is possible, since the question was not suggesting …

A common epistemological assumption in contemporary bioethics held b y both proponents and critics of non-traditional forms of cognitive enhancement is that cognitive enhancement aims at the facilitation of the accumulation of human knowledge. This paper does three central things. First, drawing from recent work in epistemology, a rival account of cognitive enhancement, framed in terms of the notion of cognitive achievement rather than knowledge, is proposed. Second, we outline and respond to an axiological objection to our proposal that draws from recent work by Leon Kass (2004), Michael Sandel (2009), and John Harris (2011) to the effect that ‘enhanced’ cognitive achievements are (by effectively removing obstacles to success) not worthy of pursuit, or are otherwise ‘trivial’. Third, we show how the cognitive achievement account of cognitive enhancement proposed here fits snugly with recent active externalist approaches (e.g., extended cognition) in the philosophy of mind and cognitive science.

A puzzle about warranted belief, often attributed to Kripke, has recently come to prominence. This puzzle claims to show that it follows from the possession of a warrant for one's belief in an empirical proposition that one is entitled to dismiss all subsequent evidence against that proposition as misleading. The two main solutions that have been offered to this puzzle in the recent literature - by James Cargile and David Lewis - argue for a revisionist epistemology which, respectively, either denies the so-called 'Closure' principle that warrants transmit across known entailments, or 'contextualizes' the epistemic operator in question. In contrast, it is argued here that such revisionism is unnecessary because the puzzle in fact depends upon an ambiguity in the notion of warrant. It is claimed that once this ambiguity is made explicit then the puzzle dissipates.

A certain interpretation of Wittgenstein’s remarks in On Certaintyadvanced by such figures as Hilary Putnam, Peter Strawson, Avrum Stroll and Crispin Wrighthas become common currency in the recent literature. In particular, this reading focuses upon the supposed anti-sceptical import of the Wittgensteinian notion of a “hinge” proposition. In this paper it is argued that this interpretation is flawed both on the grounds that there is insufficient textual support for this reading and that, in any case, it leads to unpalatable philosophical problems. Moreover, it is claimed that the popularity of this construal of On Certainty in the contemporary debate reflects an implicit commitment to the contentious doctrine of epistemological internalism. Nevertheless, it is argued that, suitably modified along the epistemologically externalist lines suggested by Michael Williams, one might be able to resurrect a viable anti-sceptical hinge proposition thesis. Furthermore, it is claimed that such a conception of the notion also receives some, albeit inconclusive, textual support from On Certainty

Epistemology, the philosophy of knowledge, is at the core of many of the central debates and issues in philosophy, interrogating the notions of truth, objectivity, trust, belief and perception. _The Routledge Companion to Epistemology_ provides a comprehensive and the up-to-date survey of epistemology, charting its history, providing a thorough account of its key thinkers and movements, and addressing enduring questions and contemporary research in the field. Organized thematically, the _Companion_ is divided into ten sections: Foundational Issues, The Analysis of Knowledge, The Structure of Knowledge, Kinds of Knowledge, Skepticism, Responses to Skepticism, Knowledge and Knowledge Attributions, Formal Epistemology, The History of Epistemology, and Metaepistemological Issues. Seventy-eight chapters, each between 5000 and 7000 words and written by the world’s leading epistemologists, provide students with an outstanding and accessible guide to the field. Designed to fit the most comprehensive syllabus in the discipline, this text will be an indispensible resource for anyone interested in this central area of philosophy. _The Routledge Companion to Epistemology_ is essential reading for students of philosophy.

Whereas a number of recent articles have focussed upon whether the thesis of content externalism is compatible with a certain sort of knowledge that is gained via first-person authority,1 far less attention has been given to the relationship that this thesis bears to the possession of knowledge in general and, in particular, its relation to internalist and externalist epistemologies. Nevertheless, although very few actual arguments have been presented to this end, there does seem to be a shared suspicion that content externalism must be incompatible with epistemic internalism. In a recent and influential paper, however, James Chase has challenged this conventional wisdom by offering a subtle defence of the view that content externalism and epistemic internalism are, in fact, compatible after all.2 Our aim here is twofold. First, to show that Chase is only able to achieve this result because he focuses upon the internalist conception of justification, rather than knowledge. Second, to formulate one prima facie argument which shows that an internalist conception of knowledge is incompatible with an externalist conception of content, an argument which, moreover, is not touched by Chase

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 idea of is explored. It is claimed that there is something epistemically important about acquiring one's knowledge first-hand via active perception rather than second-hand via testimony. Moreover, it is claimed that this kind of active perceptual seeing it for oneself is importantly related to the kind of understanding that is acquired when one possesses a correct and appropriately detailed explanation of how cause and effect are related. In both cases we have a kind of seeing it for oneself which serves what is claimed to be a fundamental good: intellectual autonomy. It is argued that this proposal leads to a distinctive view about the goal of inquiry as often being a certain kind of knowledge rather than knowledge simpliciter. Finally, it is claimed that treating intellectual autonomy as a fundamental good is entirely compatible with granting that there is an important social dimension to our epistemic practices

Our interest is in the possibility of there being a philosophically interesting set of useful false beliefs where the utility in question is specifically epistemic. As we will see, it is hard to delineate plausible candidates in this regard, though several are promising at first blush. We begin with the kind of strictly false claims that are said to be often involved in good scientific practice, such as through the use of idealisations and fictions. The problem is that it is difficult to see that there would be any epistemic utility in believing such claims, as opposed, say, to merely accepting them. Next we turn to the challenge posed by epistemic situationism, which when embedded within a plausible form of virtue epistemology appears to show that sometimes purely situational factors can play a significant explanatory role in one’s cognitive success. But again it is hard to see how the role that these epistemically beneficial situational factors contribute can be cashed out in terms of epistemically useful false beliefs on the part of the subject. Finally, we turn to the Wittgensteinian conception of hinge commitments, commitments that are held to be epistemically useful even if false. While the epistemic utility of these commitments is defended, it is argued that one cannot make sense of these commitments in terms of belief. Support is thus canvassed, albeit in a piecemeal fashion, for the thesis that the prospects for there being philosophically interesting cases of epistemically useful false belief are poor.

It is maintained that the arguments put forward by Bernard Williams and Thomas Nagel in their widely influential exchange on the problem of moral luck are marred by a failure to (i) present a coherent understanding of what is involved in the notion of luck, and (ii) adequately distinguish between the problem of moral luck and the analogue problem of epistemic luck, especially that version of the problem that is traditionally presented by the epistemological sceptic. It is further claimed that once one offers a more developed notion of luck and disambiguates the problem of moral luck from the problem of epistemic luck (especially in its sceptical guise), neither of these papers is able to offer unambiguous grounds for thinking that there is a problem of moral luck. Indeed, it is shown that in so far as these papers succeed in making a prima facie case for the existence of epistemic luck, it is only the familiar sceptical variant of this problem that they identify.

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.

This discussion surveys recent developments in the treatment of the epistemological problem of skepticism. These are arguments which attack our knowledge of certain truths rather than, say, our belief in the existence of certain entities. In particular, this article focuses on the radical versions of these skeptical arguments, arguments which purport to show that knowledge is, for the most part, impossible, rather than just that we lack knowledge in a particular discourse. Although most of the key recent developments in this area have taken place since the late 1980s and early 1990s, it is necessary to also discuss some of the movements that have developed since 1970 in order to give these recent developments the necessary setting. The date of 1970 is dictated by the publication in that year of Fred Dretske’s seminal article “Epistemic Operators,” which both pushed a “relevant alternatives” theory of knowledge to the fore of discussion and also brought into focus one possible line of argument against the so-called “closure” principle for knowledge. In so doing, it provided one of the main sources of response to the emergent..

According to reductive intellectualism, knowledge-how just is a kind of propositional knowledge (e.g., Stanley & Williamson 2001; Stanley 2011a, 2011b; Brogaard, 2008a, 2008b, 2009, 2011, 2009, 2011). This proposal has proved controversial because knowledge-how and propositional knowledge do not seem to share the same epistemic properties, particularly with regard to epistemic luck. Here we aim to move the argument forward by offering a positive account of knowledge-how. In particular, we propose a new kind of anti-intellectualism. Unlike neo-Rylean anti-intellectualist views, according to which the possession of knowledge-how is just a matter of possessing certain abilities, we submit that knowledge-how is a particular kind of cognitive achievement attained just when cognitive ability is connected in the right way with successful performance