Christoph Jäger

This volume collects papers that were presented at the 34th International Ludwig Wittgenstein Symposium 2011 in Kirchberg am Wechsel, Austria. They focus on five key debates in contemporary epistemology: Does the term "to know" vary its meaning according to features of the contexts in which it is uttered? What role may "epistemic virtues" play in our cognitive activities? What is the surplus value of having knowledge instead of mere true belief? What is the structure and significance of testimonial knowledge and belief? And when is disagreement rational, especially if it occurs among "epistemic peers"? In addition, a section is devoted to novel discussions of the work of Wittgenstein. Papers by A. Beckermann, E. Brendel, W. Davis, C. Elgin, S. Goldberg, J. Greco, A. Kemmerling, H. Kornblith, M. Solomon, M. Williams, and many others.

A prominent tradition in the philosophy of education identifies the principal aim of teaching as the transmission of knowledge. However, teachers are also educators, and a key aim of education is the cultivation of good intellectual character. This chapter explores the kind of intellectual authority teachers must possess to effectively pursue this aim and foster the corresponding intellectual virtues in learners. It is argued that preemptionist theories of intellectual authority fail to account for the relevant desiderata. Instead, I propose a joint-inquiry model of intellectual authority and argue that teachers should possess and practice what I call ‘Socratic authority’.

Is speaker knowledge necessary or sufficient for enabling hearers to know from testimony? Here, we offer a novel argument for the answer no, based on the systematic effects of partial belief and the hearer’s view prior to hearing testimony. Modelling partial belief by credence, we show that a requirement entailed by the principles of necessity and sufficiency apparent in the literature is inconsistent with Bayesian updating. Consequently, even when the other grounds of knowledge are in place, the audience correctly updating their partial belief can block the transmission of speaker knowledge, so it need not be sufficient. Nor need speaker knowledge be necessary, because the hearer correctly updating their partial belief can put them in the position to know even though no one in the speaker’s chain knows. We articulate the correct principles of testimonial knowledge transmission. The first supports a shared-credit view of transmission. The second gives a novel and systematic argument for testimony sometimes being a generative (not transmissive) source of knowledge, an argument that makes Lackey’s statement account of testimony otiose. Finally, on at least one account of causation, the two amended principles together show how speaker knowledge can be a cause whose effect is hearer’s knowledge.

An epistemic agent A is a false epistemic authority for others iff they falsely believe A to be in a position to help them accomplish their epistemic ends. A major divide exists between what I call "epistemic quacks", who falsely believe themselves to be relevantly competent, and "epistemic charlatans", i.e., false authorities who believe or even know that they are incompetent. Both types of false authority do not cover what Lackey (2021) calls "predatory experts": experts who systematically misuse their social-epistemic status as a cover for predatory behavior. Qua experts, predatory experts are competent and thus could (and maybe sometimes do) help their clients. But should we count them as genuine epistemic authorities? No, I argue, they are false epistemic authorities because, in addition to their practical and moral misconduct, such experts systematically deceive their clients, thereby thwarting the clients’ epistemic ends.

Die traditionelle Erkenntnistheorie beschäftigte sich vor allem mit drei großen Fragen. (i) Was ist Wissen? (ii) Ist Wissen möglich und in welchen Bereichen und in welchem Umfang können wir es, wenn überhaupt, erwerben? (iii) Was sind die Quellen des Wissens, und spielen womöglich einige von ihnen (etwa Wahrnehmung oder Introspektion) eine besondere Rolle für die Fundierung epistemischer Systeme? Neben der Einbeziehung sozialer Wissensquellen in die Behandlung von Frage (iii) ist in den letzten zwei Jahrzehnten auch ein weiteres Thema in den Fokus erkenntnistheoretischer Debatten gerückt. Wir streben nach Wissen und versuchen, es zu erhalten und zu vermehren. Wenn wir einer Person Wissen zuschreiben, so schwingen außerdem oft Anerkennung, gar Lob oder Bewunderung mit, Einstellungen, die wir Überzeugungen, die kein Wissen sind, vielfach versagen. Nicht zuletzt die anhaltende Beschäftigung der Philosophie selbst seit Platon mit den Fragen (i) bis (iii) scheint zu zeigen, dass wir Wissen als ein wertvolles Gut betrachten. Eine weitere wichtige epistemologische Frage lautet daher (iv): Worin liegt der besondere Wert des Wissens?

Der Download enthält die penultimative Fassung (noch unter dem vorläufigen Titel "Molina über Vorsehung und Freiheit"). Diese ausführliche Einleitung zu dem Band "Luis de Molina: Göttlicher Plan und menschliche Freiheit", hg. und übersetzt von C. Jäger, H. Kraml und G. Leibold, Hamburg: Meiner 2018, rekonstruiert auf 165 S. Molinas berühmte Theorie der Willensfreiheit und die Frage ihrer Vereinbarkeit mit göttlichem Vorherwissen und göttlicher Vorsehung. Sie zeichnet wesentliche Stationen der Debatte um den theologischen Determinismus nach, wie sie sich von Augustinus und Boethius über Anselm, Thomas von Aquin, Scotus, Ockham und andere bis zu Molina und von dort bis in die jüngste, vor allem analytische Religionsphilosophie hinein entwickelt.

John Martin Fischer’s core project in Our Fate is to develop and defend Pike-style arguments for theological incompatibilism, i. e., for the view that divine omniscience is incompatible with human free will. Against Ockhamist attacks on such arguments, Fischer maintains that divine forebeliefs constitute so-called hard facts about the times at which they occur, or at least facts with hard ‘kernel elements’. I reconstruct Fischer’s argument and outline its structural analogies with an argument for logical fatalism. I then point out some of the costs of Fischer’s reasoning that come into focus once we notice that the set of hard facts is closed under entailment.

According to one of the most influential views in the philosophy of self-knowledge each person enjoys some special cognitive access to his or her own current mental states and episodes. This view faces two fundamental tasks. First, it must elucidate the general conceptual structure of apparent asymmetries between beliefs about one’s own mind and beliefs about other minds. Second, it must demarcate the mental territory for which first-person-special-access claims can plausibly be maintained. Traditional candidates include sensations, experiences (of various kinds), thoughts, beliefs, desires, and also affective states such as emotions. I reconstruct five prominent privileged access claims that have traditionally been maintained for emotions and discuss logical relations among them. I then argue that none of these claims stands up to scrutiny. The truth is that we often suffer from affective ignorance, and that third-person ascriptions of emotional states should often be credited with more rather than less authority than corresponding self-ascriptions. I conclude by considering, and rejecting, five potential objections to my argument.