Jesper Kallestrup

Epistemic anti-individualism is the view that positive epistemic statuses fail to supervene on internal, physical or mental, properties of individuals. Intellectual humility is a central intellectual virtue in the pursuit of such statuses. After some introductory remarks, this paper provides an argument for epistemic anti-individualism with respect to a virtue-theoretic account of testimonial knowledge. An outline of a dual-aspect account of intellectual humility is then offered. The paper proceeds to argue that insofar as testimonial knowledge is concerned, this stripe of epistemic anti-individualism leads to a particular account of intellectual humility.

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.

According to robust virtue epistemology, knowledge is a cognitive achievement, where this means that the agent's cognitive success is because of her cognitive ability. One type of objection to robust virtue epistemology that has been put forward in the contemporary literature is that this view has problems dealing with certain kinds of testimonial knowledge, and thus that it is in tension with standard views in the epistemology of testimony. We build on this critique to argue that insofar as agents epistemically depend on third-party members of their epistemic community as many social epistemologists contend, then there will be cases where two agents differ epistemically despite being virtue-theoretic duplicates. This means that robust virtue epistemology, at least insofar as it is understood along standard lines such that it endorses epistemic individualism, is also in tension with a central commitment of contemporary social epistemology

Many philosophers of language and mind have recognized the existence of two distinct kinds of content assigned to our linguistic and mental representations. Thus following Kaplan , the character is the linguistic meaning of an expression-type, while the content is the propositional content expressed by a token of that expression in a context. Perry applied Kaplan's distinction in the analysis of belief: the proposition p is what a subject S believes, and the belief state is that in virtue of which S believes p; where belief states are individuated by the characters of the sentences that S is disposed to assert. And Barwise and Etchemendy distinguished between the infon and the Austinian proposition, where the former is the content to be evaluated with respect to a situation, and the latter is the complete content, including both the infon and the situation.The possibility of operating with two kinds of content arises when a distinction is drawn between two kinds of context-dependence. Since Kaplan, we are familiar with the idea that context determines both the content of a sentence containing an indexical and the circumstance with respect to which that content is evaluated. So, truth values depend on the context of utterance and on the circumstance of evaluation. Whether an utterance of ‘I feel elated’ is true or false depends on both which proposition is expressed, i.e. who the speaker is, and on whether that proposition is evaluated with respect to the time and world of the context. Variation in either factor makes for a potential change in truth value. Also well-known is Kaplan's idea that contents have relative truth conditions: they are true with respect to world-time-place triples. The temporal operator ‘now’ in ‘I feel elated now’ specifies the time with respect to which the proposition …

According to Sosa, knowledge is apt belief, where a belief is apt when accurate because adroit. Sosa :465–475, 2010; Judgment and agency, Oxford University Press, Oxford, 2015) adds to his triple-A analysis of knowledge, a triple-S analysis of competence, where a complete competence combines its seat, shape and situation. Much of Sosa’s influential work assumes that epistemic agents are individuals who acquire knowledge when they hit the truth through exercising their own individual skills in appropriate shapes and situations. This paper explores an extension of Sosa’s framework to a social setting in which groups constitute epistemic agents over and above their individual members. The claim is that groups can be ascribed knowledge in virtue of hitting the truth through exercising their competences in appropriate shapes and situations. While knowledge at the collective level may diverge from knowledge at the individual level, the competences of groups are nothing over and above the combined competences of their members. The ensuing view thus has implications for the debate over reduction and supervenience in collective epistemology.